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Facts  on  the 

Cost  of  Public  Education 

and  What  They  Mean 


Bulletin  One 

of 

THE  RESEARCH  DEPARTMENT 

of  the 

NATIONAL  EDUCATION 
ASSOCIATION 


The  Increasing  Cost  of  Education 4 

Salary  Tables 14 

Salaries  and  the  Cost  of  Living 41 

Recent  Tendencies  in  Salary  Schedules 50 

Data  on  Professional  Status  of  Teachers 54 

Tenure  of  Office  for  Teachers 60 

Pensions  for  Teachers 62 

References  for  Facts  on  Educational  Costs 63 


The  National  Education  Association 

I20I  Sixteenth  Street  Northwest 
Washington,  D.  C. 

June,  1922 


i^^': 

(\>i 


A^ 


TABLE  OF  CONTENTS 


The  AN|i|B!jJs\ji>Cjo9t  {)f^|:bijic4t/on 4 

"facie  1'.  'Analysis  of  Increase  in  Cost  of  Education  by  Decades 4 

Chart  1 .  Analysis  of  the  Increase  in  Expenditures  for  Public  Education  by  Decades  5 

Chart  2.  Per  Cent  of  Increase  of  National  Income  and  Expenditures  for  Education  7 

Chart  3.  Per  Cent  of  National  Income  Expended  for  Public  Education 7 

Table  2.  Increase  in  Amount  of  SchooHng,  United  States 7 

Table  3.  Purchasing  Power  of  Dollar  by  Decades  1890-1920 7 

Table  4.  Comparison  of   Increase  in   National  Income  and  Expenditures  for 

Education _  8 

Table  5.  Increase  in  Cost  of  Education,  Washington,  D.  C 9 

Table  6.  Increase  in  Amount  of  Schooling,  Washington,  D.  C 10 

Table  7.  Purchasing  Power  of  Dollar,  1913  to  1922 10 

Chart  4.  Actual  Increase  in  Expenditures  for  Public  Schools  of  Washington,  D.  C.  11 

Table  8.  Federal  Tax  Paid  by  States  compared  with  Expenditures  for  Education  13 

Teachers'  Salary  Tables 14 

Table  9.  Salary  of  Elementary  Teachers,  by  States,  1921-22 15 

Table  10.  Distribution  of  Salaries  of  Elementary  Teachers  in  1444  Cities 17 

Table   11.  Elementary  Teachers  Receiving  Annual  Salary  of  less  than  $500, 

Rural  Schools 19 

Table  12.  Minimum  and  Maximum  Salaries  of  Elementary  Teachers,  Cities  over 

100,000 20 

Table    13.  Minimum  and  Maximum  Salaries  of  Elementary  Teachers,   Cities 

25,000  to  100,000 22-23 

Table  14.  Minimum  and  Maximum  Salaries  of  Elementary  Teachers,  Cities  under 

25,000 24 

Table  15.  Distribution  of  Salaries  of  Junior  High  School  Teachers  in  707  Cities.  25 

Table  16.  Minimum  and  Maximum  Salaries  of  Junior  High  School  Teachers, 

Cities  over  100,000 26 

Table  17.  Minimum  and  Maximum  Salaries  of  Junior  High  School  Teachers, 

Cities  25,000  to  100,000 27 

Table  18.  Minimum  and  Maximum  Salaries  of  Junior   High   School  Teachers, 

Cities  under  25,000 28 

Table  19.  Minimum  and  Maximum  Salaries  of  High  School  Teachers,  Cities  over 

100,000 29 

Table  20.  Minimum  and  Maximum  Salaries  of  High  School  Teachers,  Cities 

25,000  to  100,000 30-31 

Table  21.  Minimum  and  Maximum  Salaries  of  High  School  Teachers,  Cities  under 

25,000 32-33 

Table  22.  Minimum  and  Maximum  Salaries  of  Principals  of  Elementary  Schools, 

Cities  over  100,000 34 

Table  23.  Minimum  and  Maximum  Salaries  of  Principals  of  Elementary  Schools, 

Cities  25,000  to  100,000 35 

Table  24.  Minimum  and  Maximum  Salaries  of  Principals  of  Elementary  Schools, 

Cities  under  25,000 36 

Table  25.  Minimum  and  Maximum  Salaries  of  Principals  of  Junior  High  Schools, 

Cities  over  100,000 37 

Table  26.  Minimum  and  Maximum  Salaries  of  Principals  of  Junior  High  Schools, 

Cities  25,000  to  100,000 37 

Table  27.  Minimum  and  Maximum  Salaries  of  Principals  of  Junior  High  Schools, 

Cities  under  25,000 3S 


TABLE  OF  CONTENTS— Co^/.i  j  .^.  . 
Table  28.  Minimum  and  Maximum  Salaries  of  Principals  of  High  Schools,  Cities 

over  100,000 ,,...  ,,  --v. .  i.>  ■.  V.  .^.;Uy.;.^;  ;  .^,    39 

Table  29.  Superintendents  Salaries  in  Twenty  Cities. ...'.....,."/...  .\  .\  .'.'. .'. .' '    "    39 

Table  30.  Assistant  Superintendents  Salaries  in  Twenty  Cities 39 

Table  31.  Salaries  of  Principals  of  High  Schools,  Cities  25,000  to  100,000 40 

Teachers  Salaries  and  the  Cost  of  Living 41 

Table  32.  Purchasing  Power  of  Salaries 41 

Chart  5.  Purchasing  Power  of  Teachers'  Salary,  1913  to  1922 42 

Chart  6.  Purchasing   Power  of  Wages   Compared  with  Purchasing  Power  of 

Teachers'  Salary 43 

Table  33.  Average  Salaries  of  High  School  Teachers,  1917-18  and  1920-21 44 

Table  34.  Comparison  of  Minimum  Salaries  of  Elem.entary  Teachers,  1913  and 

1922 45 

Table  35.  Comparison  of  Maximum  Salaries  of  Elementary  Teachers,  1913  and 

1922 46 

Table  36.  Comparison  of  Median  Salaries  of  Elementary  Teachers,  1913  and  1922  47 

Table  37.  Comparison  of  Salaries  of  City  School  Superintendents,  1913  and  1922  .  48 

Table  38.  Percentage  in  Increase  in  Cost  of  Living  by  Cities  and  Sections 49 

Table  39.  Recent  Changes  in  Cost  of  Living  by  Cities 49 

Recent  Tendencies  in  Teachers'  Salary  Schedules 50 

Table  40.  Cities  with  Single  Salary  Schedules 51 

Table  41.  Increase,  Maintenance  or  Decrease  in  Salary  Schedules 52 

Table  42.  Cities  Operating  With  or  Without  Fixed  Salary  Schedules 53 

Table  43.  Salary  Schedules  in  1922-23  as  Compared  with  1921-22 53 

Data  on  Prqfessional  Status  of  Teachers 54 

Table  44.  Average  Pupil  Enrolment  per  Room 54 

Table  45.  Length  of  School  Term 55 

Table  46.  Cost  of  Living— 1913  equals  100 55 

Table  47.  Teaching  Experience  Prerequisite  to  Election  as  Teacher 56 

Table  48.  Training  Prerequisite  to  Election  as  Teacher 57 

Table  49.  Leave  of  Absence  for  Professional  Study 58 

Table  50.  Practice  Regarding  Granting  of  Sick  Leave 59 

Tenure  of  Office  for  Teachers 60 

Table  51.  State  Tenure  Laws 60 

Table  52.  Cities  reporting  Tenure  Laws 61 

Pensions  for  Teachers 62 

Table  53.  Partial  List  of  Cities  Maintaining  Teachers  Pension  Systems 62 

Table  54.  Partial  List  of  States  Maintaining  Teachers  Pension  Systems 62 

Table  55.  Cities  Reporting  Pension  Funds 62 

Reference  for  More  Facts  on  Educational  Costs 63 


^915-73 


THE  NEW  RESEARCH  DEPARTMENT 

The  Research  Department  was  added  to  the  headquarters  organization  in 
response  to  a  general  demand  from  the  members  of  the  Association  for  an 
agency  to  supply  current  educational  information.  No  source  existed  for 
supplying  data  for  use  in  emergency  situations.  The  U.  S.  Bureau  of  Education, 
the  Government's  agency  for  supplying  statistical  information  on  education, 
has  not  been  able  to  publish  current  data  to  meet  emergency  demands.  Its 
staff  includes  the  Commissioner  and  specialists  of  recognized  ability,  but  although 
much  good  work  has  been  done,  funds  have  not  been  provided  for  extensive 
investigations  by  these  experts.  Moreover,  the  printing  fund  is  so  meager  that 
comparatively  few  of  the  important  reports  can  be  published.  Many  of  them 
lose  their  current  value  in  the  long  delay  before  publication. 

This  neglect  of  education  on  the  part  of  the  Government  is  most  regrettable. 
It  results  from  having  the  Bureau  hidden  away  in  the  Department  of  the  Interior, 
The  Secretary  of  this  Department  having  no  special  connection  with  education, 
and  having  many  other  bureaus  and  divisions  in  which  he  is  interested,  can 
hardly  give  more  than  passing  attention  to  the  needs  of  the  Bureau  of  Education. 

Because  of  this  situation,  it  seemed  desirable  for  the  National  Education 
Association  to  establish  a  Research  Department  of  its  own.  All  feel  that  no 
wiser  use  of  membership  dues  can  be  made  than  in  maintaining  an  agency  to 
carry  on  emergency  research  work. 

The  Research  Department  was  established  in  March,  and  has  been  in  opera- 
tion only  a  third  of  a  year.  During  that  time  it  has  been  carefully  organized 
and  is  ready  to  render  service  to  the  members  of  the  Association.  This,  the 
first  bulletin  of  the  Department,  contains  information  of  distinctive  value. 
During  the  coming  year  smaller  bulletins  will  be  issued  containing  the  latest 
information  on  current  educational  problems. 

The  new  Department  seeks  the  support  of  the  school  people  of  the  country  in 
carrying  on  and  in  encouraging  investigations  of  current  educational  problems. 
It  works  in  close  cooperation  with  other  educational  research  agencies.  At 
present  there  is  much  duplication  of  effort  in  collecting  current  educational 
information.  At  the  same  time  essential  data  is  often  not  available  because  of 
the  lack  of  coordinated  effort  in  carrying  on  investigations.  The  Research 
Department  aims  to  reduce  this  duplication  of  effort  and  to  bring  about  a  con- 
certed attack  of  some  of  our  pressing  educational  problems.  As  it  works  to 
these  ends  it  looks  to  the  members  of  the  Association  for  guidance  and  support. 

J.  W.  Crabtree, 
Secretary,  National  Education  Association. 


THE  RESEARCH  DEPARTMENT 

This,  the  first  bulletin  of  the  Research  Department  of  the  National  Education 
Association,  gathers  together  in  compact  form  data  having  a  direct  bearing 
upon  problems  of  educational  finance.  The  information  given  is  that  in  most 
demand  as  revealed  by  inquiries  that  have  come  to  the  Department  since  its 
establishment  in  March.  Much  of  the  information  given  is  not  accessible 
elsewhere.  It  has  been  obtained  through  the  excellent  cooperation  of  the 
school  people  of  the  country.  School  administrators  have  responded  promptly 
to  inquiries  sent  out  by  the  Association.  The  Salary  Committee  of  the  Associa- 
tion directed  the  collection  of  much  of  the  data  concerning  salaries.  The  United 
States  Bureau  of  Education,  particularly  the  Divisions  of  City  School  Systems 
and  Rural  Education,  has  been  especially  generous  in  furnishing  the  Research 
Department  with  valuable  data  that  are  the  bases  of  many  of  the  tables. 

During  the  coming  school  year  the  Department  will  have  two  objectives. 
First,  it  hopes  to  reduce  the  duplication  of  effort  that  at  present  marks  the 
investigation  of  current  educational  questions.  Questionnaires  asking  for 
essentially  identical  information  are  now  being  sent  out  each  year  by  different 
agencies  throughout  the  country.  The  burden  placed  upon  school  people  in 
answering  these  duplicating  inquiries  is  very  great.  Much  of  this  may  be 
avoided  by  a  better  coordination  of  effort  among  the  research  agencies  of  the 
country.  Second,  the  Department  hopes  to  work  out  a  plan  whereby  the 
results  of  investigations  of  current  educational  problems  may  be  made  imme- 
diately available  to  school  people. 

To  achieve  these  objectives  the  following  plan  of  action  has  been  outlined. 
Through  the  columns  of  The  Journal  of  the  Association  statements  will  be  made 
of  the  educational  problems  concerning  which  there  is  the  greatest  demand  for 
information.  Efforts  will  be  made  to  find  out  what  is  being  done  toward  ob- 
taining information  on  these  questions.  If  adequate  studies  of  these  problems 
are  not  in  progress,  the  Department  hopes  to  provide  for  their  investigation  by 
some  of  the  educational  research  agencies  of  the  country.  Efforts  will  also 
be  made  to  provide  for  the  prompt  circulation  of  vital  information  in  The 
Journal  and  other  educational  publicatons,  or  by  other  means. 

In  carrying  out  this  program  the  Department  seeks  the  cooperation  and 
guidance  of  the  school  people  of  the  country.  It  will  especially  appreciate 
receiving  copies  of  the  results  of  investigations  made  upon  problems  of  current 
educational  importance.  The  results  of  such  investigations  can  be  given  wide 
circulation  through  the  colimms  of  The  Journal  or  they  may  be  issued  in  bulletin 
form.  Proper  credit  will  be  given,  of  course,  to  the  individual  or  agency  re- 
sponsible for  the  investigation. 

Reports  that  will  be  valuable  to  the  Research  Department  are  listed  below. 
They  should  be  sent  direct  to  the  National  Education  Association  headquarters. 

1.  Regular  reports  of  State,  city,  and  county  superintendents. 

2.  State  school  laws,  and  copies  of  important  educational  bills  prepared  for 
submission  to  State  legislatures. 

3.  Special  investigations  by  research  bureaus  or  advanced  students  in  schools 
of  education. 

4.  Investigations  carried  on  by  State  and  local  teachers'  organizations. 

5.  Copies  of  salary  schedules,  new  tenure  and  pension  laws. 

6.  Other  investigations  of  educational  value. 

John  K.  Norton, 
Director,  Research  Department. 


The  National  Education  Association 


THE  INCREASING  COST  OF  EDUCATION 

During  recent  years  the  cost  of  education  has  been  rapidly  increasing.  This 
fact  has  received  much  attention  from  those  who  are  interested  in  maintaining 
low  tax  rates.     Even  some  educators  have  sounded  warning  notes. 

There  is  little  basis  in  fact  to  justify  the  alarm  of  either  the  conservative 
taxpayer  or  the  perturbed  educator.  It  is  true  that  figures  extending  over  a 
period  of  years  and  representing  the  amounts  spent  for  education  in  the  country 
as  a  whole  or  for  a  typical  city  are,  at  first  glance,  startling.  Uninterpreted 
they  may  seem  to  justify  the  conclusion  that  educational  expenditures  are 
threatening  the  financial  stability  of  the  country.  Properly  analyzed  they  give 
no  basis  for  such  a  conclusion. 

The  increase  in  the  cost  of  education  during  recent  years  is  due  to  three 
factors:  (1)  The  increase  in  attendance  in  our  public  schools;  (2)  the  deprecia- 
tion of  the  purchasing  power  of  the  dollar;  and  (3)  the  increase  in  the  social 
effectiveness  of  our  system  of  public  education. 

Very  little  of  the  increase  can  be  charged  against  the  third  of  these  factors. 
It  is  almost  wholly  due  to  the  first  two.  Those  in  charge  of  the  administration 
of  education,  therefore,  cannot  be  held  responsible  for  the  increase  in  educational 
expenditures.  They  do  not  determine  the  number  of  children  who  are  bom  and 
subsequently  reach  school  age,  nor  do  they  control  the  economic  forces  that 
fix  the  purchasing  power  of  the  dollar.  Nor  can  it  be  charged  that  the  increase 
in  educational  expenditures  is  placing  a  greater  burden  upon  the  financial 
structure  of  the  country  than  was  true  before  the  war. 

The  figures  given  in  the  accompanying  charts  and  tables  show  that  our 
schools  have  been  very  economical.  Some  of  them  have  not  received  the  in- 
creased financial  support  that  the  rapidly  growing  attendance  and  the  deprecia- 
tion of  the  dollar  justifies.  Public  education,  during  recent  years,  has  been 
starved  as  far  as  any  financial  provision  has  been  made  for  increasing  its  social 
effectiveness. 


TABLE  1.  ANALYSIS  OF  THE  INCREASE  IN  COST   OF  EDUCATION  BY  DECADES 

FROM  1890  TO  1920 


Cost  of  public 

education — 

elementary  and 

high  schools 

Increase 
over 
1890 

Amount  of  increase  chargeable  to 

Year 

Increased 
attendance 

Depreciation 
of  dollar 

Increased 
efficiency 

1 

2 

3 

4 

5 

6 

1890 

$140,506,715 
214,964,618 
426,250,434 

1,045,053,545 

1900 

$74,457,903 
285,743,719 
904,546,830 

$56,202,686 
116,620,573 
195,304,333 

$18,255,217 

1910 

$82,280,732 
638,040,991 

86,842,414 

1920 

71,201,506 

Research  Bulletin 


Ulllien*  of 

JhUnr* 


Million*  of 
Oellor* 


Xxptndlturcs  for  Fublle. 
Education  1690 


Proportion  of  Inoroaao  Oror  1890 
Chargoablo  to  Ineroasod  Attandano* 


D 


Proportion  of  Ineroaoo  Oror  1890 
Chargeable  to  Inereaood  Kfflolonoy  of  Sehoel 


Proportion  of  Inoroaso  Oror  1890 
Chargoabl*  to  Doproolatlon  of  tn«  Iliellar 


#904,546.830 


1140.506,  TIS^H 


Inoroaso 
over  1890 
♦74,437,903 


♦ig.  255 .217 


t56.:c:02.686 


Ineroagf^      J    — — — 
o*.r  1590      /    ^=    182,280.732 
4285,743.719    ^  '  ' 


466,842,414 


Ill6.620.573 


471,201,606 


1638,040,991 


$195,304,333 


Chart  1. 


-An  Analysis  of  the  Increase  in  Expenditures  for  Public  Education  by 
Decades  1890  to  1920 


Chart  1  is  based  upon  the  figures  given  in  Table  1.  This  table  is  explained 
as  follows:  Column  2  gives  the  total  amount  expended  in  the  United  States  for 
public  elementary  and  high  schools  for  the  four  years  given.  These  are  the 
official  figures  of  the  U.  S.  Bureau  of  Education.  Column  3  gives  for  each  year 
the  increase  over  the  amoimt  spent  in  1890.  Colvimns  4,  5,  and  6  show  how- 
much  of  this  increase  is  due  to  each  of  three  factors.  The  total  increase  in 
expenditures  for  1910,  for  example,  over  1890  was  $285,743,719.  This  increase 
in  the  amounts  given  is  chargeable  to  three  factors: 


6  The  National  Education  Association 

1.  Increased  Attendance— $116,620,573. 

This  figure  is  83  per  cent  of  the  cost  of  education  in  1890.  There  was  an 
increase  of  83  per  cent  in  the  number  of  days  schooHng  provided  between  1890 
and  1910.  (See  Table  2,  Column  3.)  There  was  necessary,  therefore,  an  in- 
crease of  83  per  cent  in  expenditures  for  education  in  order  to  provide  for  the 
added  number  of  children  in  school.  By  adding  this  additional  sum  to  the  cost 
of  education  in  1890  ($116,620,573  plus  $140,506,715),  the  amount  is  obtained 
that  was  necessary  to  give  each  child  in  1910  the  same  opportunity  that  the 
child  of  1890  enjoyed— $257,127,288. 

2.  Depreciation  of  Dollar— $S2, 280,732. 

This  amount  is  added  to  the  cost  of  education  in  1910  since  the  dollar  of 
1910  had  depreciated  in  value  so  that  $132  would  purchase  no  more  than  $100 
wovdd  in  1890.  (See  Table  3,  Column  2.)  To  provide  the  children  enrolled  in 
1910  with  the  same  educational  opportunity  enjoyed  by  the  children  of  1890, 
an  amoimt  equal  to  32  per  cent  of  $257,127,288  must,  therefore,  be  added — 
$82,280,732. 

3.  Increased  Efficiency— $86,842,4:14:. 

The  cost  of  education  in  1890  was  $140,506,715.  In  1910  increased  at- 
tendance and  depreciation  of  the  dollar  added  $116,620,573  and  $82,280,732, 
respectively,  to  this  sum.  Of  the  total  increase  in  expenditures  of  1910  over 
1890,  $86,842,414  is  still  unaccounted  for.  This  is  charged  against  increased 
efficiency  of  the  school.  This  amount  was  available  for  the  purpose  of  increasing 
the  social  efEectiveness  of  the  schools. 

These  facts  are  presented  in  graphic  form  in  Chart  1.  The  increase  in  the 
cost  of  education  since  1890  has  been  principally  due  to  increases  in  school 
attendance  and  depreciation  of  the  dollar.  The  schools  of  the  coimtry  can  not 
be  held  financially  responsible  for  either  of  these.  They  were  not  responsible 
for  the  fact  that  between  1890  and  1920  there  was  an  increase  of  139  per  cent 
in  their  burden  due  to  growing  attendance,  nor  for  the  fact  that  $290  were 
required  to  buy  what  $100  purchased  in  1890. 

When  these  two  factors  are  eliminated  there  is  not  a  great  deal  of  the 
increase  shown  at  the  beginning  in  each  decade  to  account  for.  Practically  all 
of  it  has  been  swallowed  up  by  the  decreasing  purchasing  power  of  the  dollar 
and  the  increase  in  the  number  of  children  who  are  attending  our  schools.  The 
growing  complexity  of  our  civilization  and  the  loss  in  influence  of  some  of  our 
most  cherished  institutions,  thus  throwing  an  additional  burden  upon  our 
public-school  system,  would  have  justified  vast  sums  being  devoted  to  the 
single  purpose  of  increasing  the  efficiency  of  the  instruction  received  in  our 
schools.  Such  sums  have  not  been  forthcoming.  In  reality  education  has  been 
starved  insofar  as  any  provision  has  been  made  for  an  improvement  in  its  social 
effectiveness.  No  substantial  financial  provision  has  been  made  to  meet  the 
steadily  increasing  requirements  that  public  opinion  demands.  The  average 
layman  fails  to  realize  these  facts,  however,  unless  they  are  clearly  and  repeat- 
edly stated.  It  is  the  duty  of  sound  educational  statesmanship  to  make  the 
facts  known. 


Research  Bulletin 


Par  Crat 

E({>«iMliturM  (pr  publU  •due^tion^  - 

Per  e«at 

Ir.erM** 

, 

IncrMM 
16C 

140 

a\. 
loo 

6o 
60 
40 
20 

1«Q 

140 

120 
100 

eo 

60 

40 

20 

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19 

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/.- 

>^^  ' 

,--' 

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,,-  — 

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^^ 

«< 

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iri^ '* 

09 

1910^              1911              1912                1913 

1914 

191S 

1916                1917 

1916 

1919               1920 

Chart  2. — Per  Cent  Increase  of  National  Income  and  of  Expenditures  for 

Public"  Education 


Chart  3. — Per  Cent  of  National  Income  Expended  for  Public  Education 


Table  2.  Increase  in  Amount  of  Schooling 

Provided  in  Public  Elementary  and 

High  Schools  of  the  United  States 


Year 

Total  number  of 

days'  schooling 

provided 

Percentage  of 

increase  in 

schooling 

provided 

1 

2 

3 

1890.... 
1900.... 
1910.... 
1920.... 

1,098,232,725 
1,534,822,633 
2,011,477,065 
2,620,210,865 

100 
140 

183 
239 

Table  2  in  Column  2  gives  the  total  number 
of  days'  schooling  provided  by  the  public  ele- 
mentary alid  high  schools  of  the  United  States 
for  the  first  year  of  each  decade  since  1890. 
These  figures  are  obtained  by  multiplying  the 
average  daily  attendance  by  the  average 
number  of  days  school  was  maintained.  These 
are  the  official  figures  of  the  U.  S.  Bureau  of 
Education.  Column  3  gives  the  percentage 
of  increase  in  days'  schooling  provided.  If  100 
represented  the  number  of  days'  schooling 
provided  in  1890,  then  140  represents  the  num- 
ber of  days'  schooling  provided  in  1900,  etc. 


Table  3.     Purchasing  Power  of  the  Dollar 
by  Decades,  1890  to  1920 

Year 

Index 
numbers 

1 

2 

1890 

100 

99 

132 

290 

1900 

1910 

1920 

The  figures  in  Table  3  are  a  combination  of 
the  price  index  numbers  for  these  years  of  R.  G. 
Dun  &   Company,  the   U.  S.    Department  of 
Labor,  and  Burgess  in  Trends  of  School  Costs. 
See  the  Journal  of  the  National  Education  Asso- 
ciation, June,  1922,  page  252,  for  a  fuller  dis- 
cussion of  the  derivation  of  these  numbers.     . 

The  figures  show  that  in  order  to  purchase 
what  $100  would  buy  in  1890,  $99  was  neces- 
sary in  1900,  $132  in  1910,  and  $290  in  1920. 

8 


The  National  Education  Association 


This  starvation  of  education  can  be  justified  on  only  one  basis.  This 
is,  that  the  income  of  our  Nation,  the  actual  wealth  produced  each  year,  has 
failed  to  keep  pace  with  our  growing  educational  needs.  Then  education  might 
expect  to  go  on  short  rations  with  the  rest  of  the  country. 

Table  4  shows  that  since  1909  the  percentage  increase  in  expenditures  for 
education  has  been  no  greater  than  the  percentage  increase  in  the  National 
wealth  produced.  This  fact  is  graphically  depicted  in  Chart  2.  In -the  five 
years  following  1914  the  National  income  has  been  increasing  more  rapidly  than 
have  the  expenditures  for  education.  This  fact  is  more  clearly  shown  in  Chart 
3  which  gives  the  percentage  of  the  National  wealth  produced  that  has  been 
expended  for  public  education.  Between  1914  and  1919  there  was  a  drop  from 
1.67  per  cent  to  1.35  per  cent.  When  figures  are  available  so  that  the  curves  of 
Chart  2  can  be  continued  for  1920,  1921,  and  1922,  it  is  probable  they  will  show 
that  the  expenditures  for  education  are  increasing  more  rapidly  than  the  National 
income.  The  curves  will  probably  resume  the  relationship  shown  between  the 
years  1909  and  1914.  If  this  tendency  continues,  we  will  once  again  reach  the 
place  where  as  much  as  1.67  per  cent  of  the  National  income  will  be  spent  for 
education,  as  was  true  of  1914.  (See  Chart  3.)  Looking  forward  to  this  time, 
it  should  be  the  duty  of  educational  statesmanship  to  be  ready  to  justify  the 
appropriation  for  education  of  a  larger  and  larger  proportion  of  the  wealth  which 
the  Nation  produces  yearly. 


Table  4.     Comparison  of  Increase  in  National  Income  and  Increase  in  Expenditures 
for  Public  Education,  1909  to  1919  » 


Year 

Expenditures 

for  public 

education  in 

thousands  of 

dollars^ 

•  National 
income  in 

billions 
of 

dollars'* 

Per  cent 

increase 

over  1909  in 

expenditures 

for  education 

Per  cent 

increase 

over  1909 

in  national 

income 

Per  cent  of 

national 

income  spent 

for  public 

education 

1 

2 

3 

4 

5 

6 

1909 

401,398 
426,250 
446,727 
482,887 
521,546 
555,077   . 
605,461 
640,717 
702,1973 
763,678 
895,0003 
1.045,054 

28.8 
31.4 
31.2 
33.0 
34.4 
33.2 
36.0 
45.4 
53.9 
61.0 
66. 0^ 

0.0 

6.19 

11.3 

20.3 

29.9 

38.3 

50.8 

59.6 

74.9 

90.3 

122.9 

160.3 

0.0 

9.02 

8.33 

14.58 

19.44 

15.27 

25.0 

57.63 

87.15 

111.80 

129.16 

1  39 

1910 

1911      ... 

1.35 
1  43 

1912      

1  46 

1913 

1  51 

1914 

1  67 

1915 

1  68 

1916 

1  41 

1917      

1  30 

1918      

1  25 

1919 

1  35 

1920 

»  Expenditures  for  education  are  for  fiscal  years;  National  income  estimates  are  for  calendar  years. 

2  These  are  the  expenditures  for  public  elementary  and  high  schools. 

»  Expenditures  for  these  years  are  estimated  on  basis  of  expenditures  for  year  preceding  and  following. 
Other  amounts  given  in  this  column  are  official  figures  of  the  U.  S.  Bureau  of  Education. 

*  The  yearly  estimates  of  the  wealth  produced  in  the  United  States  are  those  made  in  Income  in 
the  United  States,  p.  64,  Mitchell,  King,  and  others,  published  by  the  National  Bureau  of  Economic  Re- 
search, 1921.  The  figure  for  1919  is  based  on  incomes  received,  whereas  the  estimates  for  the  other  years 
were  verified  by  a  calculation  based  on  sources  of  production. 


Research  Bulletin 


Table  5.     Analysis  of  the  Increase  in  Cost  of  Education,  Washington,  D.  C. 
From  1913-1914  to  1921-1922 


Cost  of  public 

education — 

Washington, 

D.  C. 

Increase 
over 
1913 

Amount  of  increase  chargeable  to 

Additional 
amount 

Year 

Increased 
attendance 

Depreciation 
of  dollar 

Increased 
efficiency 

necessary  to 
maintain 
efficiency 

1 

2 

3 

4 

5 

6 

7 

1913-14 

$2,429,480 
2,675,794 
3,543,652 
4,155,780 
4,891,140 

1915-16 

$246,314 
1,114,172 
1,726,300 
2,461,660 

$194,358 

24,295 

364,422 

583,075 

$131,192 
1,030,585 
2,765,963 
2,199,165 

$79,236 

1917-18 

$59,292 

1919-20 

1,404,085 

1921-22 

320,580 

Facts  similar  to  those  presented  for  the  country  as  a  whole  in  Table  1  are 
given  in  Table  5  for  Washington,  D.  C.  The  cost  of  education  in  1913-14  is 
taken  as  a  base.  Column  2  gives  the  actual  expenditures  for  education  in  this 
city  for  all  the  school  years  since  1913-14.  These  figures  include  all  expenditures 
•except  those  for  sites  and  permanent  improvements.  Column  3  shows  the  in- 
crease in  expenditures  over  1913-14  for  each  alternate  year  since  that  time. 
The  next  three  columns  analyze  the  reasons  back  of  the  increase  in  expenditures 
for  education.  In  Column  4  are  the  increases  necessary  to  take  care  of  the 
growth  in  attendance.  (See  Table  6.)  The  amounts  given  in  Column  5  are 
the  increases  necessary  to  offset  the  decreasing  purchasing  power  of  the  dollar, 
(See  Table  7.) 

For  each  of  the  years  given,  except  1917-18,  the  actual  increase  in  expendi- 
tures is  less  than  the  growing  attendance  and  the  depreciation  of  the  dollar 
would  have  justified.  Colimin  7  gives  the  amounts  in  addition  to  what  was 
received  that  would  have  been  justified  by  these  two  factors. 


r~\F  ALL  inspiriting  and  moralizing  agencies  in  American  society  today,  the 
^^  public  school  alone  has  gained  in  influence  and  increased  in  strength 
since  the  civil  war.  Legislation  has  declined  in  efficiency,  the  courts  are 
less  respected,  the  church  has  been  left  behind,  and  education — puolic 
education — alone  has  retained  its  hold  on  democracy  and  is  becoming  more 
and  more  effective  as  the  years  go  by. — Charles  William  Eliot,  Former 
President,  Harvard  University. 

yU"il AT  IN  the  way  of  culture,  efficiency,  and  good  citizen-ship  has  this 
country  reason  to  expect  in  1922  in  return  for  the  cost  of  oper  ating  the 
public  schools  ?  The  answer  is  simple  and  direct ;  inasmuch  as  it  is  spending 
no  more  of  purchasing  power  upon  the  schools  in  1922  than  it  was  expend- 
ing in  1911,  it  has  reason  to  expect  no  more  by  way  of  culture,  efficiency, 
and  good  citizenship  than  it  secured  by  the  expenditures  of  1911.  It  has 
reason  to  expect  no  more,  but  as  a  matter  of  fact  it  is  getting  more,  the 
increase  being  chargeable  to  the  devotion  of  the  great  body  of  teachers  and 
school  administrators  to  the  cause  of  better  America. — Will  C.  Wood, 
The  Department  of  Superintendence,  N.  E.  A.,  1922. 


10 


The  National  Education  Association 


These  facts  are  depicted  graphically  in  Chart  4  which  is  based  on  Table  5. 
The  first  bar  over  "  1915-16"  represents  the  increase  in  educational  expenditures 
for  this  year  over  the  year  1913-14  that  the  growth  in  attendance  and  the  de- 
preciation of  the  dollar  would  have  justified.  The  second  bar  over  "  1915-16" 
represents  the  actual  increase  in  expenditures  for  public  education. 

There  is  evidence  that  the  schools  of  Washington,  D.  C,  since  the  beginning 
of  the  war,  so  far  as  financial  support  is  concerned,  have  steadily  lost  in  their 
power  to  provide  facilities  for  education.  The  increases  in  financial  support 
have  been  insufficient  to  provide  for  the  growing  attendance  and  to  offset  the 
depreciation  of  the  bujring  power  of  the  dollar.  It  should  be  remembered  that 
a  school  system  must  compete  in  the  open  market  for  all  facilities  necessary  for 
its  operation,  whether  they  be  the  services  of  a  principal  or  teacher,  lumber, 
building  stone,  or  chalk.  If  more  and  more  of  such  services  and  materials  are 
required,  while  at  the  same  time  the  ability  of  the  schools  to  produce  them  is 
lessened,  there  will  eventually  be  a  loss  in  the  effectiveness  of  our  educationa 
system. 

The  figures  given  for  Washington,  D.  C,  are  probably  typical  of  many 
cities  in  the  United  States.  A  continuance  of  a  financial  policy  that  year  by 
year  gradually  lessens  the  ability  of  school  officials  to  purchase  the  facilities 
of  education,  is  bound  to  seriously  affect  the  social  effectiveness  of  our  schools. 
The  increase  in  educational  expenditures  should  not  be  limited  to  amounts 
barely  necessary  to  take  care  of  increased  attendance  to  offset  the  depreciation 
of  the  dollar.  Additional  amoimts  should  be  appropriated  with  the  one  end  in 
view  of  increasing  the  general  social  effectiveness  of  our  system  of  public  educa- 
tion. Only  when  substantial  amoimts  are  consistently  found  in  Column  6  of 
Table  5  can  the  public  expect  the  schools  to  meet  adequately  the  constantly 
lincreasing  burdens  it  is  placing  upon  them. 


Table  6.  Increase  in  Amount  of  Schooling 

Provided  Public  Elementary  and  High 

Schools  of  Washington,  D.  C. 


Year 

Days' 
schooling 
provided 

Percentage 
increase 

1 

2 

3 

1913-14 

1915-16 

1917-18 

1919-20 

1921-22 

8,106,834 
8,833,250 
8,252,158 
9,387,453 
10,085,833 

100 
108 
101 
115 
124 

Table  6,  column  2,  shows  the  total  number 
of  days' schooling  provided  by  the  public  ele- 
mentary and  high  schools  of  Washington,  D.C., 
for  each  of  five  alternate  years  beginning  with 
1913-14.  These  figures  are  calculated  in  the 
same  manner  and  should  be  interpreted  simi- 
larly to  those  of  Table  2, 


Table  7.  Purchasing  Power  of  Dollar 
1913  to  1922 


Year 

Index 
number 

1 

2 

1913 

1915 

100 
105 

1917 

142 

1919 

199 

1921-22 

173 

The  index  numbers  given  in  Table  7  are  for 
December  of  each  year  except  in  1921-22, 
which  is  an  average  of  the  months  of  September 
and  December,  1921,  and  March,  1922.  They 
were  issued  by  the  U.  S.  Department  of  Labor, 
Bureau  of  Labor  Statistics,  Statement  1478, 
May  4,  1922,  p.  2.  These  index  numbers 
should  be  interpreted  similarly  to  those  of 
Table  3. 


Research  Bulletin 


11 


D 


In«i-«*M  evar  Bxpaaditu^M  of  1*U-14 
JustiMcd  by  OrMtar  Attundaaa* 
Aa4  0*pr*cUtlea  of  Dtllar 


Aetual  laorMM  la  IspraAltarM 
Xcr  Poblit  tobetia  twr 
Kspcadituraa  f«r    1913-14 


#4,000,000 


•3,  000.000 


#2,000,090 


#1,000,000 


IL_a 


It4.« 


#^< 


#2,000,000 


#1,000,000 


Chart  4. — Actual  Increase  in  Expenditures  for  Public  Schools  of  Washington, 

D.  C,  AND  Increase  that  Greater  Attendance  and  Depreciation 

of  the  Dollar  would  have  Justified 


WE  CALL  no  uneducated  quack  or  charlatan  to  perform  surgery  upon  the  bodies 
of  our  children  lest  they  may  be  deformed,  crippled  and  maimed  physically  all 
their  lives.  Let  us  take  equal  care  that  we  intrust  the  development  of  the  mental  fac- 
ulties to  skilled  instructors  of  magnanimous  character  that  the  mentalities  of  our  children 
may  not  be  mutilated,  deformed  and  crippled  to  halt  and  limp  thru  all  the  centuries  of 
their  never-ending  lives.  The  deformed  body  will  die,  and  be  forever  put  out  of  sight 
under  the  ground,  but  a  mind  made  monstrous  by  bad  teaching  dies  not,  but  stalks 
forever  among  the  age»,  an  immortal  mockery  of  the  divine  image. — /.  Sterling  Morton. 


YOU  CAN  reduce  your  expenditure  on  armaments,  as  you  can  on  personal  indul- 
gences, and  expand  it  again  later,  with  no  great  damage  in  the  process.  But  with 
education  it  is  otherwise.  You  are  dealing  there  with  the  minds  and  bodies  of  children 
and  you  may  cripple  a  whole  generation.  The  plain  fact  is  that,  so  far  from  not  being 
able  to  afford  our  present  expenditure  on  education,  we  cannot  afford  to  do  without  it. 
If  there  is  one  lesson  more  insistently  taughi  us  by  the  war  and  by  daily  experience  it  is 
that  the  foundation  of  National  strength  and  worth,  as  of  National  prosperity,  is  the 
education  of  the  people.  ...  It  is  the  people  who  will  suffer  and  the  people  must 
see  to  it. — Frem  the  Manchester  (England)  Guardian,  June,  1922. 


THE  FEDERAL  Government  has  established  the  precedent  of  promoting  education. 
It  has  made  liberal  grants  of  land  and  money  for  the  establishment  and  support  of 
Colleges  of  Agriculture  and  Mechanic  Arts,  and  in  more  recent  years  has  made  appro- 
priations for  vocational  education  and  household  arts.  Without  interfering  in  any 
way  with  the  control  and  management  of  public  education  by  the  States,  the  Federal 
Government  shguld  extend  aid  to  the  States  for  the  promotion  of  physical  education, 
the  Americanization  of  the  foreign-born,  the  eradication  of  illiteracy,  the  better  training 
of  teachers,  and  for  promoting  free  educational  opportunities  for  all  the  children  of  all 
the  people. — President  Harding,  Excerpt  from  Speech,  Oct.  1,  1920. 


12  The  National  Education  Association 

Table  8  gives  a  partial  statement  of  the  Federal  taxes  paid  by  the  various  States  of  the 
Union  as  compared  with  the  expenditures  for  the  support  of  public,  elementary,  and  high 
schools. 

The  figures  in  column  2  give  the  taxes  paid  by  the  States  in  connection  with  the  sale  and 
manufacture  of  various  articles  that  may  be  classed  either  partly  or  wholly  as  luxuries.  The 
figures  represent  the  taxes  paid  and  not  the  purchase  price  of  the  articles  concerned,  A 
detailed  statement  of  the  sources  of  the  amounts  given  in  this  column  may  be  found  in  the 
table  printed  in  the  Journal  of  the  National  Education  Association,  May,  1921,  page  209. 
The  sums  in  this  column  were  paid  by  the  States  to  the  Federal  Government  with  the  exception 
of  $122,000,000  which  amount  was  collected  in  the  States  in  connection  with  the  issuance  of 
automobile  license  fees. 

Column  3  gives  the  taxes  collected  by  the  Federal  Government  in  the  States  on  both  per- 
sonal and  corporation  incomes  as  given  in  the  annual  report  of  the  Commissioner  of  Internal 
Revenue  for  1921. 

The  figures  given  in  column  5  were  furnished  by  the  U.  S.  Bureau  of  Education  from  a 
manuscript  as  yet  unprinted  and  represent  the  total  State  expenditures  for  public  elementary 
and  high  schools,  including  the  expenditures  for  maintenance  as  well  as  capital  outlay.  The 
slight  discrepancy  between  the  figures  given  here  for  the  total  expenditures  for  the  United 
States  and  the  ones  found  in  table  1  is  due  to  the  omission  in  these  figures  of  certain  "debt 
services." 

It  will  be  noted  that  the  total  amount  collected  by  the  Federal  Government  from  the 
two  sources  is  nearly  four  times  the  amount  spent  for  public  education.  The  years  given  for 
the  figures  in  columns  2;  3,  and  5  it  will  be  noted  are  not  co-extensive.  The  total  Income 
Taxes  raised  for  the  year  ended  December  31,  1920,  was  $3,956,936,000,  or  18  per  cent. more 
than  the  total  given  in  column  3.  The  taxes  on  luxuries  collected  for  the  year  ended  June  30, 
1920,  were  greater  than  those  given  in  column  2.  As  yet  there  is  no  exact  information  as  to 
what  the  figures  for  the  expenditures  for  education  for  1920-21  will  be  when  they  are  available. 


HE  GAVE  up  a  promising  career  in  the  law  and  in  politics  to  accept  the  office  at  a 
beggarly  salary  that  often  left  him  without  money  for  his  dinner,  but,  once  he  had 
made  up  his  mind  to  do  so,  he  entered  upon  the  work  with  all  the  energy  he  possessed. 
To  a  friend  he  wrote:  "My  law  books  are  for  sale.  My  office  is  to  let.  The  bar  is  no 
longer  my  forum.  I  have  abandoned  jurisprudence  and  betaken  myself  to  the  larger 
sphere  of  mind  and  morals." 

On  the  day  he  accepted  the  office  he  wrote  in  his  diary:  "Henceforth  so  long  as  I 
hold  this  office  I  devote  myself  to  the  supremest  welfare  of  mankind  upon  the  earth,  .  . 
I  have  faith  in  the  improvability  of  the  race — in  their  accelerating  improvability.  This 
effort  may  do,  apparently,  but  little.  But  mere  beginning  a  good  cause  is  never  little. 
If  we  can  get  this  vast  wheel  into  any  perceptible  motion,  we  shall  have  accomplished 
much." — Extract  from  ''Public  Education  in  the  United  States"  by  Ellwood  P.  Cubberley, 
p.  165,  regarding  Horace  Mann. 


AS  WE  look  back  over  the  three-quarters  of  a  century  during  which  the  office  of 
superintendent  of  city  schools  has  been  in  existence,  a  few  names  stand  out  with 
particular  prominence  as  men  who  have  laid — often  against  tremendous  obstacles,  often 
in  conflict  and  contest  to  the  end  of  their  careers,  and  often  by  the  sacrifice  of  much 
that  men  hold  dear — the  foundation  principles  of  the  new  work  to  which  they  gave  the 
best  years  of  their  lives.  Doing  a  pioneer  work,  and  often  misunderstood  and  un- 
appreciated by  those  with  whom  they  labored,  these  men  patiently  blazed  a  trail  for 
others  to  follow.  As  a  recent  writer  has  put  it,  "each  traveled  the  trail  at  his  own  gait, 
with  rations  and  blanket  only,  and  never  knowing,  though  caring  much,  where  each 
year's  tramping  would  end."  Out  of  this  three-quarters  of  a  century  of  trial,  conflict, 
discussion,  and  experimentation,  a  profession  of  school  supervision  is  at  last  being 
evolved. — Extract  from  ''Public  School  Administration"  by  Ellwood  P.  Cubberley,  p.  130. 
Potentially,  at  least,  the  most  important  officer  in  the  employ  of  the  people  of  any 
municipality  to-day  is  the  person  who  directs  the  organization  and  administration  of  its 
school  system,  and  who  supervises  the  instruction  given  therein. — Ibid.  p.  131. 


Research  Bulletin 


13 


TABLE  8.     FEDERAL  TAXES, 


1920-1921,    AND   EXPENDITURES  FOR  EDUCATION, 
1919-1920 


State 


United  States. 


Alabama.. 
Arizona.. . 
Arkansas. . 
California . 
Colorado.. 


Connecticut 

Delaware 

District  of  Columbia . 

Florida 

Georgia 


Idaho . . 
Illinois. . 
Indiana. 
Iowa .  .  . 
Kansas . 


Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts . 


Michigan .  . 
Minnesota . 
Mississippi. 
Missouri . .  . 
Montana. . . 


Nebraska 

Nevada . 

New  Hampshire . 
New  Jersey .... 
New  Mexico. . . . 


New  York 

North  Carolina . 
North  Dakota.. 

Ohio 

Oklahoma 


Oregon ....... 

Pennsylvania . . 
Rhode  Island . . 
South  Carolina . 
South  Dakota . 


Tennessee. 

Texas 

Utah 

Vermont . . 
Virginia. . . 


Washington .  . 
West  Virginia . 
Wisconsin .... 
Wyoming .... 


Alaska 

Hawaii 

Canal  Zone 

Philippine  Islands. 
Porto  Rico 


Luxury  taxes 

year  ended 

June  30.  1921 


$763,474,910.50 

3,179.090.85 

751,451.07 

1,886,136.03 

25,643,308.29 

3,707,730.01 

10,461,308.74 
1,255,208.71 


5,401,054.98 
5,114,392.47 

1,484.574.68 
43.307,850.45 
18.268,901.65 
12,529,946.08 

5,504,223.46 

10.525,822.30 

4.663.758.44 

2.264.698.28 

10.924,077.98 

22,637,943.58 

74,101,979.83 
11.246,790.49 

1.554,910.78 
22.166.198.53 

1.436,769.07 

5,265,548.94 
318,297.77 

2,252,081.68 

37,161,170.43 

526,752.43 

128,666.894.06 

83,834.278.70 

1.271.426.26 

57,724,896.12 

5,212,973.93 

4.527,879.84 
57,787,786.58 
2,276.980.36 
2.240.749.18 
1.563.893.47 

7.231,557.33 
9,886,086.45 
1.596,071.66 
1.124.355.79 
23.282.849.61 

6.706,064.42 

5,796,427.05 

15,212,780.00 

666,038.76 


Federal  income 
taxes  year  ended 
December  31,  1921 


377,083.27 
945.859!  66' 


$3,228,137,673.75 

14.222,196.12 

2.784.941.73 

8.228.525.73 

129.170.961.21 

25.085.242.95 

49.208.464.34 

9.848.404.28 

8,054,914.26 

10,108,053.94 

28,792.002.73 

3,497.317.45 

260,944.632.48 

49,809,541.01 

28,893.632.48 

26,873,549.31 

25.091,391.06 
29.242,438.18 
14.459,568.04 
44,948,063.92 
214,058,413.88 

184,494,520.82 

53,886,224.54 

7,244,977.45 

86,121,595.25 

3,925,062.65 

15.828,609.66 
718,136.11 

8.304.563.93 
97,391.062.92 

1,306,243.22 

814,736,708.37 

38,664,722.96 

2.072,432.20 

203,847.472.40 
21.637.304.77 

21.973.313.00 

351.737,751.22 

36,086,774.07 

26.032,367.96 

3,648,484.22 

25,606,805.43 

52,190,451.75 

7,116,197.70 

4,803,370.92 

31.594.403.02 

29.221.005.72 

35.819.846.89 

57,131,042.40 

2,537,062.67 


279,821.67 
18.859,082.76 


Total 
columns 
2   and   3 


$3,991,612,584.25 

17,401.286.97 

3.536,392.80 

10,114,661.76 

154,814.269.50 

28,792,972.96 

59,669,773.08 
11,103,612.90 
8,054,914.26 
15,509,108.92 
33,906,395.20 

4,979,892.13 

304,252.482.93 

68.078,442.66 

41.423.578.56 

32.377,772.77 

35,617.213.36 
33.906.196.62 
16.724.266.32 
55.872.141.90 
236.696.357.46 

258.596,500.65 

65,133.015.03 

8,799.888.23 

108.287,793.78 

5,361,831.72 

21,094.158.60 
1.036,433.88 

10,556,645.61 

134,552,233.35 

1,832,995.65 

943,403.602  .*43 

122,499.001.66 

3.343.858.46 

261.572,368.52 

26,850.278.70 

26,501.192.84 

409.525,537.80 

38,363,754.43 

28.273,117.14 

5,212.377.69 

32.838,362.76 

62,076,538.20 

8,712,269.36 

5,927,726.71 

54,877.252.63 

35,927,070.14 

41,616,273.94 

72.343,822.40 

3,203,101.43 


279,821.67 
19,236,166.03 


945,859.66 


Expenditures 

for  education, 

1919-20 


$1,039,091,084 

9,118,691 

6,339.288 

7.706,621 

48.980.298 

13.200.165 

16.318,420 
1.676,503 
4,297,894 
7,030,953 
9,076,453 

8.591,942 
69.358.022 
35,764,748 
37,334,167 
26,257,009 

8,117,074 

11,366,934 

6,403,673 

8,242,399 

40,908,940 

47,683,763 
35,734,096 
4.474,796 
28,707,190 
12,207.631 

20.580.069 
1.383.850 
3.810.669 

40,909.827 
4,139,597 

106,045,319 
12,147,856 
12,883,443 
67,426,541 
22,906,219 

9,997,892 

70.410,207 

4.766,333 

6.627,017 

11,592,896 

10,141,374 

33,606,210 

8.239,829 

3,588,098 

12.975.089 

20,595,360 

11,402,488 

27,255.056 

3.741,793 


343,822 

2,536,924 

180,391 


2,959.245 


IN  EVERY  large  profession  you  must  rely  on  economic  motives  to  some  extent  for 
your  recruits,  in  the  teaching  profession  less  than  elsewhere  perhaps;  but  even  teach- 
ers are  human.  I  do  not  expect  the  teaching  profession  to  offer  great  material  reward — 
that  is  impossible;  but  I  do  regard  it  as  essential  to  a  good  scheme  of  education  that 
teachers  should  be  reHeved  from  perpetual  financial  anxieties.  ...  An  anxious  and 
depressed  teacher  is  a  bad  teacher;  an  embittered  teacher  is  a  social  danger. — Rt.  Hon. 
H.  A.  L.  Fisher,  M.P.,  London. 


14  The  National  Education  Association 


SALARY  TABLES  AND  WHAT  THEY  REVEAL 

_  There  are  both  encouraging  and  discouraging  aspects  in  the  present  salary 
'situation  in  the  United  States.  Salary  increases  have  been  granted  generally 
throughout  the  country.  Present  schedules  are  being  maintained  or  increased 
in  nearly  all  of  our  cities  and  in  a  majority  of  our  rural  communities.  On  the 
other  hand,  there  are  indications  in  some  quarters  of  a  reaction.  This  is  the 
result  of  two  factors,  first,  the  general  business  depression  and  second,  the  failure 
of  the  teaching  profession  to  continue  the  vigorous  campaign  of  educating  the 
public  that  was  carried  on  during  the  war.  As  a  result  the  general  public  is 
misinformed  as  to  the  actual  facts  in  the  present  salary  situation.  The  facts, 
which  it  is  the  duty  of  the  profession  to  make  known  without  delay,  follow: 

1.  Teachers  were  underpaid  throughout  the  country  before  the  war — about  fifty  per  cent 
were  receiving  annual  salaries  of  less  than  $500. 

2.  The  salary  increases  granted  teachers  during  the  war  were  insufficient  to  offset  the  rapid 
rise  in  the  cost  of  living. 

3.  Increases  of  wages  in  general  during  the  war  kept  pace  with  or  exceeded  the  rise  in  the 
cost  of  living. 

4.  Consequently,  teachers  in  1920  were  in  a  less  advantageous  economic  position  "than  at 
any  time  since  the  Civil  War  Period.  "^ 

5.  The  comparatively  slight  decrease  in  the  cost  of  living  since  1920  has  merely  tended  to 
restore  teachers'  salaries  to  their  pre-war  purchasing  power. 

6.  The  latest  figures  on  the  cost  of  living  indicate  that  the  decline  in  the  cost  of  living  has 
come  to  a  halt.     "All  price  indices  show  little  change  of  late  and  some  indicate  a  slight  rise."^ 

7.  The  teacher's  economic  position  now  is,  therefore,  little  if  any  better  than  before  the  war. 

8.  If  teachers'  salaries  are  reduced  they  will  have  less  purchasing  power  than  they  pos- 
sessed before  the  war. 

9.  Additional  increases  must  be  granted  if  teachers  are  to  receive  the  professional  wage 
justified  by  their  training  and  the  importance  of  their  service. 

10.  If  teachers'  salaries  are  not  lifted  to  the  professional  level,  it  will  be  impossible  to  secure 
a  sufficient  number  of  recruits  for  our  normal  schools  and  millions  of  our  children  will  continue 
to  be  taught  by  immature  and  untrained  transients  in  the  profession. 

In  the  subsequent  tables,  data  are  given  to  support  these  facts.  The  future  welfare  of  the 
children  of  the  Nation  demands  that  they  should  be  given  the  widest  possible  circulation. 

Read  Table  9  as  follows,  beginning  in  the  upper  left  corner:  In  1921-22  the  cities  of  the 
United  States  over  100,000  in  population  paid  a  median  salary  to  their  teachers  of  $1848. 
Cities  of  the  same  size  reporting  from  Alabama,  for  example,  paid  a  median  salary  of  $1159, 
or  $689  below  the  median  for  the  country  as  a  whole.  The  figures  given  are  the  median  salaries 
actually  being  paid — not  possible  maxima.  Fifty  per  cent  of  a  group  of  teachers  receive 
salaries  equal  to  or  above  the  median,  and  fifty  per  cent  receive  salaries  equal  to  or  below  the 
median.  The  medians  were  calculated  from  distributions  of  salaries  grouped  in  one-hundred- 
dollar  intervals. 

Of  the  2787  cities  of  2500  population  and  over  1444,  or-52  per  cent,  are  represented  in  this 
table.  They  reported  for  127,260  teachers.  1307,  or  42,6  per  cent,  of  all  counties  and  rural 
communities  are  represented  in  this  table.  They  reported  for  126,633  teachers.  There  is, 
therefore,  a  total  of  253,893  city  and  rural  teachers  represented  in  the  table.  The  rural  teach- 
ers are  those  directly  under  the  supervision  of  county,  town,  or  district  superintendents.  Those 
in  rural  systems  which  employ  local  superintendents  who  devote  more  than  half  time  to 
supervision  were  not  reported. 

The  salaries  given  should  be  looked  upon  as  approximations  rather  than  exact  and  complete 
statements,  since  all  cities  and  rural  communities  did  not  report.  In  some  States  the  per  cent 
reporting  was  too  low  to  guarantee  the  figures  being  representative.  The  percentage  of  the 
counties  reporting  for  each  State  may  be  found  in  Table  11,  column  6.  From  this  may  be 
inferred  how  representative  the  figures  are  for  the  rural  communities  of  any  State.  The  fig- 
ures marked  thus  (*)  are  based  upon  reports  from  less  than  25  teachers,  and  those  marked 
thus  (t)  are  approximate  figures.  With  these  facts  in  mind,  the  table  may  be  accepted  as 
an  excellent  bird's-eye  view  of  the  salary  situation  in  the  United  States  for  the  school  year 
1921-22.     The  table  is  based  on  data  of  the  U.  S.  Bureau  of  Education. 


Btirgess,  Trends  of  School  Costs,  p.  64.      2  Literary  Digest,  June  10,  1922,  p.  10. 


Research  Bulletin 


15 


TABLE  9.     SALARIES  OF  ELEMENTARY  TEACHERS  BY  STATES  1921-1922 


States  and  other 
units 


United  States  (Median). 


$1848 


Alabama . 
Arizona .  . 
Arkansas . 
California 
Colorado . 


Connecticut 

Delaware 

District  of  Columbia . 

Florida 

Georgia 

Idaho 

Illinois 

Indiana , 

Iowa 

Kansas 


Kentucky.  .  .  . 

Louisiana 

Maine 

Maryland .... 
Massachusetts . 

Michigan 

Minnesota. .  .  . 

Mississippi 

Missouri 

Montana 


Schools  in  cities 


$1379 


$1159 


1879 
1891 

1552 


1586 
1451 


1913 

i692 

1247 
1580 


$1675 
1102 
1763 
1606 

1416 


1202 
927 


1320 
1516 
1452 
1615 

1156 


$1241 


$1097 


$926 
1593 
926 
1636 
1349 

1412 


1589 
1733 
1614 


Nebraska 

Nevada 

New  Hampshire. 

New  Jersey 

New  Mexico .  .  .  . 

New  York 

North  Carolina . . 
North  Dakota... 

Ohio 

Oklahoma 


Oregon 

Pennsylvania . . 
Rhode  Island .  . 
South  Carolina. 
South  Dakota . . 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 


Washington . . . 
West  Virginia. 
Wisconsin.  .  .  . 
Wyoming 


1822 


1731 


1631 
2666t 


1756 


1966 
1722 


1520 
1392 


1190 
1780 


2293 


1296 
1069 
1571 
1427 


1335 


1482 


1323 
1588 


1339 
1206 


1484 
1630 


1244 
1351 
1167 
1413 
1096 
1215 


1062 

1544 
1415 
1371 


796t 
1479 
1154 
1185 
1230 
1214 

902 
941 1 
1070 
1064 
1350 
1189 
1155 
929 


8 


$860 
1414 
792 
1404 
1214 

1248 
975 


1638 


1214 


1183 
1419 
1297 
1339 
1071 


1194 
1227 

1237 
1130 
1293 
1155 
1245 


965 


1013 
989 

1430 
1125 
1273 
1396 


907 
845 
1305 
1032 
1112 
1086 
991 

882 
948 

775 


Schools  in  rural  communities 


r-l  g   O 


o  ™ 
u 


3  O  w 


$1010 


$742 
1369 
642 
1386 
1147 

1260 
1010 


1180 
1245 
1255 
924 
925 
1455 

1218 


952 
1348 
1270 
1220 
1003 


1016 
1065 

1128 

1029 
864 
911 

1268 
692 
924 

1118 
866 
832 

1288 
1021 
1167 
1484 


$8*85 


$465 
1300 
696 
1383 
1117 

1050^ 
650^ 


$877 


941 
691 

1335 
944 
993 
996 

1011 

667 

976 

912 

990 

1126 

1064 

1040 

842 

818 

1265 

986 
1436 

942 
1406 
1172 
1232 

581 
1395 
1031 

989 

1066 
992 

1125* 
925 

1184 
858 
934 

1182 
865 
747 

1241 
1108 
1092 
1120 


548 
548 
1178 
885 
913 
950 
974 

571 
866 
682 
845 
517 
779 
1015 
395 
900 
950 

1120 


750^ 
1252 
1187 
1209 

555 
1129 

993 

985 

1044 
881 
758  = 
673 

1175  = 
481 
792 
854 
750 
545 

1280 

764 

1085 

1100' 


$418 
1269 
552 
1323 
1023 

1062 
729 


$774 


$419 
1243 

428 
1257 

874 

931 
689 


648 

413 

1047 

872 
873 
940 
880 

550 
719 
707 
763 
475 
239 
913 
404 
613 
1112 

989 

1167 

908=* 

1086 

1086 

983 

467 

1036 

952 

929 

972 
735 
^88=* 
676 
1129 
420 
724 
875 
743 
448 

1136 

723 

1008 

1035* 


399 
300 
918 

781 
861 
768 
731 

463 
659 
595 
696 
391 
832 
845 
328 
594 
966 

869 
988 
718 
1011 
1084 
883 
383 
867 
878 
826 

862 

655 

786' 

396 

928 

365 

671 

844 

674 

385 

1104 
574 
857 

755 


16  The  National  Education  Association 


T^HE  FINANCIAL  embarrassments  of  our  educational  system  are  due  to 
■*■    two  facts:  First,  that  with  the  gradual  democratization  of  society  the 
principle  of  partial  support  through  fees  has  given  way  to  the  method  of 
gratuitous  service  or  free  education  supported  by  taxation.- 

S9condly,  and  more  important,  have  been  the  economic  changes  in 
the  last  few  decades  which  have  rendered  reliance  on  the  old  general 
property  tax  unsatisfactory.  The  wealth  of  the  country  has  indeed 
increased,  but  the  attempt  to  measure  wealth  by  the  general  property  tax 
has  broken  down.  ^ 

Thus  at  one  end  the  needs  of  our  educational  institutions  have  gradu- 
ally increased,  and  at  the  other  end  the  basis  of  support  has  relatively 
diminished. 

There  are  three  reasons  for  the  failure  of  the  property  tax:  First,  the 
impossibility  of  reaching  intangible  property  or  property  in  securities  and 
mortgages  which  have  greatly  multiplied  in  recent  times.  An  attempt 
has  been  made  to  remedy  this  defect  through  the  development  of  the 
corporation  tax.  But  in  most  States  schools  are  still  supported  from  the 
general  property  tax. 

Secondly,  even  as  regards  tangible  property,  property  is  continually 
becoming  a  less  satisfactory  evidence  of  ability  to  pay,  either  because  of 
the  disparity  between  the  property  and  its  yield  or  because  property  is  no 
evidence  of  prosperity.  An  example  of  the  first  is  the  difference  from  year 
to  year,  under  modem  speculative  conditions,  between  the  value  of  sheep 
or  cattle  and  the  profits  of  flock-tending  or  cattle-raising. 

An  example  of  the  second  is  the  folly  of  attempting  to  measure  the 
prosperity  of  two  modern  merchants  by  comparing  their  property  rather 
than  the  profits  which  are  due  largely  to  a  period  of  turnover  and  other 
factors.  The  third  reason  why  property  is  unsatisfactory  as  a  test  of  tax- 
paying  ability  is  because  of  the  existence  in  modem  times  of  huge  pro- 
fessional incomes  all  of  which  may  be  spent  and  which  would  therefore  be 
free  under  a  property  tax. 

In  all  the  more  advanced  states  of  this  country,  as  well  as  throughout 
Europe,  property  has  therefore  been  supplanted  by  eamings,  profits,  or 
income,  as  the  test  of  taxable  abihty.  This  means  practically  the  develop- 
ment on  the  one  hand  of  the  personal  income  tax,  and,  on  the  other  hand, 
of  the  business  tax,  to  include  not  only  corporations  but  other  businesses. 
In  this  way  only  can  we  tap  the  increasing  wealth  of  the  community  and 
make  wealth  bear  its  proper  share  of  the  obligation  to  support  the  schools. 

Hand  in  hand  with  this,  however,  must  go  a  redistribution^  either  of 
educational  functions  or  educational  revenues.  New  State-wide  income  or 
business  taxes  must  be  apportioned  to  the  localities,  not  simply  according 
to  population  or  wealth,  but  according  to  educational  needs. 

With  this  reform  at  both  ends  of  the  process,  the  schools  will  be  able 
to  get  their  proper  share  of  the  increasing  wealth  of  modem  society. — 
Excerpts  from  an  address  by  E.  R.  A.  Seligman,  Columbia  University. 


Read  Table  10  as  follows,  beginning  in  the  upper  left  corner :  Forty-nine  cities  with  a  popula- 
tion of  over  100,000  reported  that  742,  or  1.1  per  cent,  of  their  teachers  would  receive  in  the 
school  year  1921-22  salaries  of  less  than  $1000,  795,  or  1.2  per  cent,  would  receive  salaries 
between  $1000  and  $1099,  etc.  A  total  of  69,382  teachers  were  reported  by  these  forty-nine 
cities,  the  median  salary  to  be  received  for  1921-22  being  $1848— that  is,  fifty  per  cent  of 
these  69,382  teachers  will  receive  salaries  equal  to  or  above  $1848,  and  50  per  cent  will  receive 
salaries  equal  to  or  below  $1848. 

This  table  is  based  upon  replies  received  to  questionnaires  representing  1444  or  fifty-two  per 
cent  of  the  2787  cities  of  the  country  of  2500  population  or  over.  It,  therefore,  gives  a  repre- 
sentative statement  of  the  salary  situation  among  elementary  city  school  teachers  for  the 
present  school  year.     The  table  was  prepared  by  the  U.  S.  Bureau  of  Education. 


Research  Bulletin 


17 


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18  The  National  Education  Association 


THINK  IT  OVER 

"Modern  society  is  abundantly  able  to  afford  adequate  education.  It  should  be 
willing  to  pay  the  price." 

Thus  succinctly,  relieved  of  the  sentimentality  which  so  frequently  is  invoked  in 
considering  the  plight  of  the  American  pedagogue,  the  National  Education  Association 
sets  forth  the  basic  principle  in  the  fight  of  our  instructors  of  youth  for  higher  salaries. 

We  are  prone  to  forget  the  tremendous  responsibility  of  the  teacher,  second  only  to 
that  of  the  mother.  But  the  really  thoughtful  teacher  does  not  forget  it,  though  gener- 
ally he  is  too  busy  to  formulate  phrases  for  the  feeling.  The  association  speaks  for  him 
in  this  regard  and  further,  as  follows : 

"At  the  heart  of  the  whole  scheme  of  education  stands  the  teacher.  If  he  is  wise 
and  strong  and  influential,  sound  educational  practice  will  exercise  a  controlling  influence 
upon  the  youth  of  the  nation  and  the  foundations  in  good  citizenship  will  be  sure.  Great 
buildings  and  large  classes  are  futile  except  as  they  are  vitalized  by  well-trained,  con- 
scientious, and  capable  teachers.  To  obtain  such  teachers  it  is  necessary  to  have  can- 
didates who  are  strong  and  fit — the  best  is  none  too  good  for  the  nation's  children.  It 
is  necessary  that  these  candidates  be  trained  to  deal  with  the  difficult  problems  of 
education.  Such  training  is  costly  and  strong  men  and  women  must  have  some  induce- 
ment to  spend  the  years  and  money  that  it  requires. 

"What  inducement  shall  be  offered  the  prospective  teacher — the  teacher  who  is  to 
prepare  today's  children  for  citizenship  in  the  greater  nation  of  tomorrow?  There  are 
two  great  inducements — the  privilege  of  service  and  reasonable  opportunity  to  enjoy 
the  things  that  go  with  economic  independence.  The  privilege  of  service  is  a  great 
appeal.  It  is  a  dominating  influence  in  the  lives  of  the  best  teachers.  However,  in  the 
organization  of  modern  society  there  are  attractive  opportunities  for  service  in  business 
and  many  other  fields  outside  of  teaching.  Society  cannot  and  should  not  rely  entirely 
upon  the  appeal  of  service  to  maintain  its  system  of  education.  Modern  society  is 
abundantly  able  to  afford  adequate  education.     It  should  be  willing  to  pay  the  price. 

"What,  then,  should  be  done  with  teachers'  salaries?  Again  let  us  recall  the  facts. 
Before  the  war,  teaching  had  become  notorious  as  a  makeshift  occupation.  The  war 
drew  attention  to  the  appalling  situation  and  after  a  vigorous  campaign  by  the  National 
Education  Association  and  other  agencies  salaries  were  advanced  somewhat.  In  only 
a  few  cases  were  they  advanced  to  levels  which  would  insure  a  permanent  supply  of 
mature,  well-trained  teachers.  The  great  majority  of  American  communities  must 
face  squarely  and  frankly  the  problem  of  still  further  increasing  the  salaries  of  their 
educational  workers.  This  will  require  recognition  of  the  primary  importance  of  educa- 
tion. It  may  require  a  new  emphasis  on  values.  It  will  require  careful  study  and  re- 
organization of  methods  of  revenue-raising.  It  will  require  State  aid  and  Federal  aid, 
but  it  must  be  done.  Democracy  in  its  great  hour  of  trial  cannot  afford  to  undermine 
the  source  of  its  strength  and  security — the  school.  It  cannot  afford  not  to  pay  salaries 
that  will  insure  to  every  child  in  the  nation  a  competent  and  well- trained  teacher." — 
From  Washington  Herald,  Washington,  D.  C,  January  9,  1922. 


Table  1 1  gives  an  indication  of  the  salary  condition  in  our  strictly  rural  schools  during  the 
present  school  year,  1921-22.  This  table  was  derived  from  replies  to  salary  questionnaires 
sent  out  by  the  Rural  School  Division  of  the  U.  S.  Bureau  of  Education  to  all  counties,  towns, 
and  district  superintendents.  All  teachers  in  systems  which  employ  local  superintendents 
devoting  more  than  half  time  to  supervision  are  included.  The  data  given,  therefore,  are  for 
the  strictly  rural  schools. 

Three  thousand,  four  hundred  and  fifteen  teachers  were  reported  as  receiving  annual  salaries 
less  than  $300;  1697  were  reported  as  receiving  less  than  $500.  These  figures  represent  12 
per  cent  of  all  rural  elementary  teachers  and  principals  for  whom  reports  were  made.  A  total 
of  143,573  rural  teachers  and  principals  were  reported.  Replies  were  received  from  42.6  per 
cent  of  all  rural  districts  addressed.  It  is  estimated  that  a  total  of  39,430  rural  teachers  during 
the  school  year  1921-22,  are  receiving  an  annual  salary  of  less  than  $500.  This  estimate  is 
based  upon  the  assumption  that  the  situation  in  the  57  per  cent  of  the  counties  that  did  not 
reply  is  the  same  as  in  the  43  per  cent  that  did  reply.  It  is  not  known  whether  the  situation 
in  the  43  per  cent  of  the  counties  replying  is  typical.  This  assumption  was  made  in  making 
the  estimate,  however. 

Similar  data  are  given  for  each  of  the  States  of  the  Union,  making  it  possible  to  study  in  more 
detail  the  salary  situation  among  the  rural  teachers  as  reported  in  the  particular  States  or 
section. 


Research  Bulletin 


19 


TABLE  11.     ELEMENTARY  TEACHERS  IN  RURAL  COMMUNITIES  RECEIVING 
ANNUAL  SALARY  OF  LESS  THAN  $500,  1921-22 

States 

Number 
paid  less 
than  $300 

Number 
paid  less 
than  $500 

Per  cent 
of  those 
reported 
receiving 
less  than 
$500 

Total 

number  of 

teachers 

and 
principals 
reported 

Per  cent 

of  counties 

reporting 

Estimated 
number 
in  rural 
schools 
receiving 
less  than 
$500 

1 

2 

3 

4 

5 

6 

7 

United  States 

3.415 

16,797 

12 

143,573 

42.6 

39,430 

Alabama, 

236 

1,538 

55 

2,798 

349 

3,335 

3,952 

2,351 

286 

680 

1,270 

2,653 

1,283 

7,862 
5,975 
5,405 
6,357 
3,751 
2,033 

397 
1,220 

655 
4,337 

4,607 

1,804 

2,564 

1,110 

4,411 

256 

209 

3,890 

831 

7,180 

1,907 
3,845 
9,051 
5,141 
1,521 
4,925 
52 
1,108 
3,462 
4,876 

3,887 

810 

987 

4,573 

3,149 

2,706 

7,559 

563 

36 
43 
48 
57 
62 
100 
2,2, 
35 
30 
30 

43 

57 
42 
55 
43 
36 
87 
33 
85 
45 

50 
28 
23 
2,3 
50 
11 
50 
71 
48 
90 

15 
50 
59 
59 
45 
31 
60 
15 
51 
42 

27 
31 
85 
30 
59 

41 
66 
36 

4,272 

Arizona 

Arkansas 

California 

420 

1,701 

51 

3,544 

Colorado 

18 

.8 

29 

Connecticut 

Delaware 

30 
148 
721 

21 

2 

70 

364 

1,529 

21 

278 

10 

28 

57 

2 

4 

210 

Florida 

1,040 

Georgia 

5,100 

Idaho 

70 

Illinois 

646 

Indiana 

Iowa 

33 
98 

2,235 
93 
40 

.     13 
80 
77 

47 
1,162 

752 
23 
27 

.6 

1 
59 

4 
10 

1 
12 

2 

1 
64 
29 

2 
.6 

80 

Kansas 

178 

Kentucky 

6 
10 

5,198 
260 

Louisiana 

Maine 

46 

Maryland 

39 

Massachusetts 

93 

Michigan 

180 

Minnesota 

1 

380 

52 

3 

2 

94 

Mississippi 

4,150 

3,269 

69 

Missouri 

Montana 

Nebraska 

54 

Nevada 

New  Hampshire 

New  Jersey 

New  Mexico 

3 

.3 

6 

New  York 

North  Carolina 

North  Dakota 

225 

619 

32 

4,126 

Ohio 

108 

149 

1 

60 

1 
2 

.06 
1 

183 

Oklahoma 

4 

252 

Oregon 

2 

Pennsylvania 

193 

Rhode  Island 

South  Carolina 

South  Dakota 

75 

146 

13 

973 

Tennessee 

522 

59 

5 

2,876 

194 
9 

14 

2,009 

2 

406 

2 

58 

\ 

1 
43 
.06 

15 
.02 

6,847 
718 

Texas 

Utah 

29 

Vermont 

16 

Virginia 

493 

6,696 
3 

Washington 

West  Virginia 

90 

Wisconsin 

3 

Wyoming 

20 


The  National  Education  Association 


TABLE  12.     MINIMUM  AND  MAXIMUM  SALARIES  OF  ELEMENTARY  TEACHERS 
59  CITIES,  WITH  A  POPULATION  OF  OVER  100,000,  1921-1922 


States  and  other  units 


United  States  (Median) 


Alabama 
Birmingham 

California 

Los  Angeles 

Oakland 

San  Francisco 

Colorado 
Denver 

Connecticut 

Bridgeport 

New  Haven 

District  of  Columbia 

Washington 

Georgia 
Atlanta 

White 

Colored 

Illinois 

Chicago 

Indiana 

Indianapolis 

Kansas 
Kansas  City 

Kentucky 
Louisville.  ; 

Louisiana 
New  Orleans 

Maryland 

Baltimore 

Massachusetts 

Boston 

Cambridge 

Fall  River 

Lowell 

New  Bedford 

Worcester 

Springfield 

Michigan 

Detroit 

Grand  Rapids 

Minnesota 

Minneapolis 

St.  Paul . 

Missouri 

Kansas  City 

St.  Louis 


Mini- 
mum 


$1200 


$1000 

1400 
1500 
1400 

1200 

1000 
950 

1200 


1056 
690 

1200 

1200 

1200 

1200 

1000 

1300 

1200 
1008 
1220 
1200 
1350 
1000 
1300 

1500 
1200 

1200 
1200 

1200 
1200 


Maxi- 
mum 

Years 

to 
reach 

max. 

$2000 

8 
4 

3 

$1800 

8 

2000 
2040 
2000 

8 

2140 

1900 
1950 

10 
10 

1600 

10 

1536 
900 

3 
1 

3000 

9 

2000 

9 

1788 

8 

1550 

1750 



1600 

4 

2000 
1716 
1500 
1700 
1700 
1600 
1900 

"6" 

5 
7 
7 
6 
8 

2000 
2000 

5 
9 

2000 
1650 

8 
12 

2200 
1800 

13 

7 

States  and  other  units 


United  States  ( Median) 
1 
Nebraska 

Omaha , 

New  Jersey 

Jersey  City , 

Paterson 

Trenton 

Newark .  .    

New  York 

Albany 

Buffalo 

New  York , 

Rochester 

Syracuse 

Yonkers 

Ohio 

Akron 

Cleveland 

Cincinnati 

Columbus 

Dayton 

Toledo 

Youngstown 

Pennsylvania 

Philadelphia . . 

Pittsburgh 

Reading 

Scranton 

Rhode  Island 

Providence 

Tennessee 

Nashville 

Texas 

Fort  Worth 

Houston 

Utah 

Salt  Lake 

Virginia 
Richmond 

White 

Colored 

Washington 

Seattle 

Spokane 

Wisconsin 
Milwaukee 


Mini- 
mum 


$1200 


1200 

1400 
1200 
1100 
1500 

1100 
1200 
1500 
1200 
1150 
1500 

1200 
1200 
1200 
1000 
1000 
1200 
1250 

1200 
1200 
1000 
1000 

1000 

800 

900 
1000 

900 


1000 
550 

1500 
1200 

1200 


Maxi 
mum 


$2000 


2100 

2600 
2700 
1800 
2500 

1700 
2000 
3250 
2000 
1750 
2700 

2000 
2880 
2200 
1800 
1600 
2000 
1750 

2000 
2000 
1800 
2000 

1950 

1500 

1500 
1700 

1750 


1544 
1098 

2100 
2150 

2400 


Read  Table  12  as  follows,  beginning  in  the  upper  left  corner:  The  median  minimum  or 
beginning  salary  for  elementary  teachers  in  59  cities  with  a  population  of  over  100,000  is  $1200; 
the  median  maximum  salary  is  $2000.  Eight  is  the  median  number  of  years  required  to 
advance  to  the  maximum.  Birmingham's  minimum  of  $1000  is  $200  below  the  median 
minimum  for  similarly  sized  cities  of  the  United  States,  and  its  maximum  is  $200  below  the 
median  maximum.     Eight  years  are  required  to  advance  from  the  minimum  to  the  maximum. 

Of  the  68  cities  of  the  country  with  a  population  of  over  100,000,  59  are  represented.  The 
table  was  prepared  from  questionnaires  circulated  by  the  U.  S.  Bureau  of  Education  and  by 
the  Salary  Committee  of  the  National  Education  Association. 


Research  Bulletin 


21 


Purchasing  Power  of  Dollar,  1893 — 100 


Year 

Index 

Year 

Index 

1893 

100 

1908 

118 

1894 

96 

1909 

125 

1895 

94 

1910 

131 

1896 

92 

1911 

130 

1897  • 

92 

1912 

138 

1898 

94 

1913 

141 

1899 

96 

1914 

144 

1900 

97 

1915 

142 

1901 

101 

1916 

161 

1902 

106 

1917 

206 

1903 

106 

1918 

237 

1904 

107 

1919 

259 

1905 

107 

1920 

286 

1906 

111 

1921 

215 

1907 

115 

1922 

199 

Table  shows  that  in  1893  $100  was 
necessary  to  buy  a  certain  quantity  of 
food,  in  1894,  $96  was  necessary  to  buy  the 
same  amount,  etc.  Food  costs  when 
taken  over  a  long  period  of  time  are 
accepted  as  a  good  indication  of  the  pur- 
chasing power  of  the  dollar. 

These  figures  were  issued  by  the  U.  S. 
Department  of  Labor,  in  Monthly  Labor 
Review,  June,  1920,  page  19.  Figures  for 
1921  and  1922  were  especially  calculated 
for  the  National  Education  Association 
by  the  U.  S.  Bureau  of  Labor  Statistics. 
The  number  for  1922  is  an  average  of  the 
months  of  January,  February,  and  March, 
1922. 


BUT  THERE  is  another  con- 
sideration affecting  the  chang- 
ing value  of  the  teacher's  pay  besides 
its  absolute  purchasing  power,  and 
that  is  its  power  to  put  the  teacher 
on  an  equal  social  footing  with  other 
people.  Salary  standards  and  -the 
standard  of  living  which  they  de- 
termine, as  well  as  the  cost  of  living, 
must  be  considered.  It  was  no 
great  hardship  to  own  only  one  silk 
dress  in  a  lifetime  when  other  people 
did  the  same.  If  wearing  patched 
clothing  was  the  custom,  a  wage 
that  made  patching  necessary  was 
no  cause  for  complaint.  When 
oranges  appeared  only  on  tables  of 
the  wealthy  one  could  make  no  case 
for  an  increase  in  the  teacher's 
salary  on  the  ground  that  she  could 
not  afford  to  purchase  them.  But 
if  people  generally  wear  silk  dresses, 
despise  patching,  and  eat  oranges, 
the  teacher  should  be  able  to  do  so 
as  well.  The  standard  of  living  of 
the  community  is  fully  as  important 
as  the  actual  cost  of  living  in  deter- 
mining the  adequacy  of  any  wage. 
The  standard  of  living  is  determined 
by  the  salaries  other  people  receive. 
Although  there  ^  were  important 
changes  in  the  co'st  of  necessities  in 
the  past  eighty  years,  there  were 
even  more  important  fluctuations  in 
the  general  levels  of  wages. — W. 
Randolph  Burgess,  Trends  of  School 
Costs,  Russell  Sage  Foundation. 


TN  A  complex  community  of  modem  times,  the  general  property  tax 
proves  hopelessly  impracticable.  It  leads  to  glaring  inconsistencies  and 
inequities,  and  fails  completely  of  attaining  its  professed  object.  Property 
and  income  no  longer  run  side  by  side.  All  sorts  of  income  develop  which 
do  not  rest  on  the  ownership  of  property.  .  .  .  Not  all  property  supposed 
to  be  reached  can,  in  fact,  be  reached.  ...  To  tax  a  man  on  his  property 
without  making  allowance  for  his  indebtedness  is  manifestly  not  in  accord 
with  the  general  intent  of  a  property  tax. . . .  The  final  cause  which  has  led  to 
the  breakdown  of  the  property  tax  has  been  the  development  of  corpora- 
tions, and  so  of  the  ownership  of  wealth  under  corporate  form.  Stocks, 
bonds,  and  corporate  securities  of  all  sorts  are  the  form  in  which  riches 
are  likely  to  be  held.  All  these  are  property,  and  taxable  as  such.  F.  W. 
Taussig,  Harvard  University,  in  Principles  of  Economics,  Vol.  II,  pp.  528,  532. 


22 


The  National  Education  Association 


Read  Table  13  as  follows,  beginning  in  the  upper  left  corner:  The  median  minimum  or 
beginning  salary  for  elementary  teachers  in  cities  from  25,000  to  100,000  in  population  is 
$1000;  the  median  maximum  salary  is  $1600.  Eight  is  the  median  number  of  years  required 
to  advance  from  the  minimum  to  the  maximum  salary.  Phoenix  with  a  minimum  of  $1125 
is  $125  above  the  median  for  similar-sized  cities  of  the  United  States,  and  with  a  maximum 
of  $1909  is  $309  above  the  maximum  for  similar-siz-ed  cities,  and  requires  5  years  to  advance 
from  the  minimum  to  the  maximum. 

The  figures  were  obtained  from  questionnaries  of  the  U.  S.  Bureau  of  Education.  All 
cities  of  this  size  for  which  replies  were  received  are  included. 


TABLE  13.— MINIMUM  AND  MAXIMUM  SALARIES  OF  ELEMENTARY  TEACHERS, 
136  CITIES  POPULATION  25,000  TO  100,000,  1921-1922 


States  and  other  Units 


United  States  (Median) 


A  rizona 

Phoenix 

A rkansas 
Fort  Smith ...... 

California 

Alameda 

Fresno 

Long  Beach 

Pasadena 

San  DiegQ 

San  Jose 

Stockton 

Colorado 

Pueblo 

Colorado  Springs 

Connecticut 

New  Britain .... 

Waterbury . . 

New  London. . . . 

Norwalk 

Stamford 

Florida 

Jacksonville 

Pensacola 

Georgia 
Savannah 

Illinois 

Aurora 

E.  St.  Louis 

Elgin 

Evansville 

Joliet 

Moline 

Quincy 

Rockford 

Rock  Island 

Indiana 

E.  Chicago 

Gary 

Fort  Wayne 

Muncie 

Terre  Haute .... 


Mini- 
mum 


$1000 


$1125 

900 

1700 
1380 
1300 
1400 
1300 
1500 
1620 


1000 
1200 

950 

1000 

1000 

850 

900 

810 
640 

653 

950 
1000 
1000 

750 
1000 

800 
1000 
1000 

900 

1000 


Maxi- 
mum 


$1600 


$1909 

1260 

2000 
1800 
1900 
2000 
1836 
2000 


Years 

to 
reach 


1700 

7 

1850 

10 

2000 

1400 

1400 

1900 

12 

1350 

7 

800 

1200 

810 

1000 


1143 

1725 
1750 
1500 
1600 
1675 
1300 
1450 
1525 
1300 

2000 
2400 
1900 


1500 


12 

7 
13 

"l' 
10 


States  and  other  Units 


United  States  (Median) 


$1000 


11 


Iowa 

Davenport 

Dubuque 

Waterloo 

Kansas 

Topeka 

Wichita .  .  . 

Kentucky 

Covington 

Lexington 

Newport 

Maine 

Bangor 

Lewiston 

Portland 

Maryland 

Hagerstown 

Massachusetts 

Lawrence 

Lynn 

Maiden 

Haverhill 

Pittsfield 

Salem 

Somerville 

Michigan 

Battle  Creek 

Hamtramck 

Kalamazoo 

Lansing 

Flint 

Missouri 

St.  Joseph , 

Springfield 

Nebraska 

Lincoln , 

New  Hampshire 

Manchester , 

Nashua 

New  Jersey 

Atlantic  City 

Bayonne .  . 


Mini- 
mum 


$1050 
1200 
1000 

1250 
1200 

900 
850 
750 

900 
850 
900 

600 

1150 
900 


Maxi- 
mum 


$1600 


1000 
1000 
1000 
1000 

1200 
1200 
1200 
1100 
1050 

900 

840 

1000 

900 
900 

1200 
1400 


$1500 
1600 
1400 

1750 
1800 

1200 
1200 
1162 

1200 
1200 
1550 

1400 

1600 
1300 
1500 
1400 
1500 
1300 
1500 

1700 


1725 
1550 
1400 

1570 
1260 

2200 

1300 
1200 

2000 
2500 


Research  Bulletin 


23 


Table  13. 

— Continued 

States  and  other  Units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 
Max. 

States  and  other  Units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 
Max. 

United  States  (Median) 

$1000 

$1600 

8 

United  States(Median) 

$1000 

$1600 

8 

1 

2 

3 

4 

1 

2 

3 

4 

New  Jersey — Cont'd 
E.  Orange ...          .    . 

$1300 
1200 
1200 
1300 
1100 
1200 
1200 
1200 
1200 
1200 

1300 
1100 
1000 
1100 
1100 
1070 
1200 
1100 
1100 
1100 
1100 
1000 

900 
900 

1000 
1200 
700 
900 
800 
800 
1100 
900 
800 

1200 
1320 

750 
1000 
1000 

$2100 

8 

Pennsylvania — Cont'd 
Chester. 

$1000 

850 

1000 

1100 

1000 

900 

1000 

1000 

1000 

1000 

675 

1000 

900 

1380 
900 
900 

900 

900 

1200 

810 

1000 

900 

600 
1000 

1260 
1100 

992 

1000 
1200 
1000 
1000 
1100 
1000 
1000 

$1800 
1800 
1800 
2500 
1800 
1500 
1800 
1800 
2000 
1800 
1000 
1800 

1300 
1500 
1300 
1500 

1340 

1440 

1500 

1200 
1700 
1282 

•  1600 

1525 

1740 
1800 

1567 

1400 
1908 
1500 
1375 
1750 
1600 
1550 

Elizabeth 

Easton 

8 

Hoboken 

2460 
2100 
1800 
2000 
1700 
2200 
2300 
2500 

2700 
1700 
1400 
1500 
1600 
1470 
2100 
1900 
1700 
1700 
1750 
1750 

1300 
1600 

1800 
2300 
1500 
1485 
1580 
1700 
1600 
1750 
1250 

1800 
2000 

1800 
1800 
1800 

7 

...... 

12 
10 
11 

9 

8 
8 

"io" 

8 
8 
8 
8 
8 
8 
8 

8 

8 
10 

8 
13 

9 
12 

6 

9 

5 

Erie 

8 

Montclair 

Harrisburg 

8  to  12 

New  Brunswick .  .  . 

Hazleton 

8 

Passaic 

Johnstown 

Perth  Amboy .... 

Plainfield 

Lancaster . . . 

9 

New  Castle 

8 

W.  New  York 

Norristown.  .  . 

8 

W.  Hoboken 

Wilkes-Barre 

8 

New  York 

Williamsport. 

8 

Mt.  Vernon 

York 

Rhode  Island 
Cranston 

8 

Amsterdam 

Auburn. . 

4 

Bingham  ton 

Newport 

3 

Elmira.  .  .    . 

Pawtucket.      .        .    . 

5 

Newburgh . 

Woonsocket .... 

6 

New  Rochelle 

Niagara  Falls 

Rome 

South  Carolina 
Charleston . . 

8 

Tennessee 
Knoxville. .      .        .    . 

Schenectady .  . 

Utica 

South  Dakota 
Sioux  Falls 

Poughkeepsie 

North   Carolina 
Asheville 

4 

Texas 
Austin ....              .    . 

Winston-Salem 

El  Paso 

10 

Ohio 

Waco 

4 

Canton 

Virginia 

Newport  News 

Portsmouth . 

E.  Cleveland.      . 

8 

Hamilton 

8 

Marion 

Washington 
Bellingham ...        .... 

Newark 

8 

Portsmouth 

Everett 

7 

Steuben  ville 

West  Virginia 
Wheeling 

Warren.. 

4 

Zanesville 

Wisconsin 
Green  Bay 

Oklahoma 

10 

Oklahoma 

Kenosha 

Tulsa 

La  Crosse 

10 

Pennsylvania 

Oshkosh 

Allentown 

Racine          

10 

Altoona 

Superior 

6 

Bethlehem 

Sheboygan 

10 

1AM  for  good  roads.  I  am  for  the  care  of  the  unfortunate,  the  insane, 
the  feeble-minded,  the  deaf,  and  the  blind.  I  am  for  law  enforcement. 
I  am  for  everything  that  makes  for  a  greater  and  more  progressive  Texas; 
but  of  all  these  things  education  is  the  greatest  and  the  money  which  is 
spent  on  education  is  the  best  spent. — Excerpt  from  an  address  made  by 
Governor  Nef,  of  Texas. 


24 


The  National  Education  Association 


TABLE  14.     MINIMUM  AND  MAXIMUM  SALARIES  OF  ELEMENTARY  TEACHERS, 
118  CITIES   WITH   POPULATION   UNDER   25,000,  1921-1922 


Cities 


United  States  (Median) 


Bessemer,  Ala 

Dothan 

Clifton,  Ariz 

Nogales 

Helena,  Ark 

Malvern 

Marianna 

Alhambra,  Calif. 

Lodi 

Mill  Valley 

Salinas 

Santa  Rosa 

Monte  Vista,  Colo. .  .  . 

Rocky  Ford 

Sterling 

Farmington,  Conn 

So.  Manchester 

Westport 

Dover,  Dela 

Orlando,  Fla 

Dublin,  Ga 

Moultrie 

Charles  City,  Iowa. .  . 

Sheldon 

Brazil,  Ind 

Huntington 

Canton,  /// 

Morris 

Naperville 

St.  Charles 

Coeur  d'Alene,  Idaho. 

Twin  Falls 

Wallace 

Caney,  Kan 

Tola 

Larned 

Dayton,  Ky 

Bellevue 

Covington,  La 

Franklin 

Houlton,  Maine 

Saco 

Frostburg,  Md 

Andover,  Mass 

Manchester 

Marblehead 

Maynard 

Petoskey,  Mich 

River  Rouge 

Sturgis 

Albert  Lea,  Minn. .  .  . 

Fairmont 

Fergus  Falls 

Brookhaven,  Miss. .  .  . 

Clarksdale 

Marshall,  Mo 

Carrollton 

Bozeman,  Mont. 

Kalispell. 


Mini- 
mum 


$1000 


$900 

720 

1300 

1320 

1000 

540 

900 

1170 

1300 

1320 

1350 

1300 

1200 

1200 

1200 

1000 

1025 

900 

900 

900 

810 

720 

800 

1200 

800 

1170 

810 

900 

1000 

1000 

1200 

1200 

1250 

900 

660 

900 

650 

900 

810 

900 

720 

825 

950 

1100 

1200 

1000 

900 

1000 

1200 

1200 

1100 

1125 

1035 

1050 

1312 

1000 

540 

1200 

1200 


Maxi- 
mum 


$1350 


$1200 
900 
1600 
1680 
1200 
900 
900 
1650 
1700 
1800 
1920 
1600 
1600 
1520 
1760 
1500 
1800 
1450 
1300 
1200 
950 
945 
1395 
1500 
1700 
1350 
900 
1300 
1350 
1600 
1600 
1660 
1500 
1200 
1200 
1170 
1250 
1400 
1080 
1035 
900 
1000 
1272 
1400 
1500 
1360 
1500 
1300 
2000 
1300 
1500 
1305 
1260 
1500 
1417 
1260 
900 
1620 
1680 


Years 

to 
reach 


10 
5 
5 

10 
4 


Cities 


United  States  (Median) 


Bismarck,  N.  Dak. .  .  . 

Valley  City 

Burlington,  N.  C 

Elizabeth  City 

Shelby 

Depew,  N.Y. 

Rye. 

Scotia 

Las  Cruces,  N.  Mex. . 

Roswell 

Glen  Ridge,  N.J 

Hawthorne 

Nutley 

So.  Bruer 

Alliance,  Neb 

Beatrice 

Havelock 

Norfolk 

Ashland,  Ohio 

Lisbon 

Oberlin 

Sidney 

Wooster 

Medford,  Oreg 

Pendleton 

Clinton,  Okla 

Frederick 

Hugo 

Coraopolis,  Penn 

Huntington 

Pottsville 

Wilmerding 

Warren,  R.  I 

New  Smithfield 

Abbeville,  S.  C 

Darlington 

Big  Springs,  Texas .  .  . 

Navasota 

Vernon 

LaFollette,  Tenn 

Morristown 

Brookings,  5.  Dak. .  .  . 

Huron. 

Madison 

Redfield 

Tooele,  Utah 

Richfield 

Spanish  Fork 

Bennington,  Vt 

Hampton,  Va 

Harrisonburg 

Ellensburg,  Wash 

E\kins,W.Va 

Richwood 

Antigo,  Wis 

Burlington 

Marshfield 

Stoughton 

Sheridan,  Wyo 


Mini- 
mum 


$1000 


$1100 

$1450 

1100 

1700 

900 

1560 

900 

1200 

1050 

1500 

1000 

1600 

1000 

1800 

1000 

1800 

1060 

1350 

1200 

1350 

1200 

2000 

1200 

2100 

1200 

1800 

1000 

1400 

1000 

1500 

1080 

1380 

900 

1600 

1100 

1500 

900 

1600 

900 

1260 

800 

1900 

800 

1400 

1000 

1800 

1200 

1680 

1320 

1920 

925 

1125 

1080 

1260 

900 

1100 

1000 

1500 

1000 

1400 

1000 

1400 

1000 

1520 

820 

1170 

800 

1100 

855 

1035 

1000 

1200 

900 

1000 

900 

1200 

945 

1035 

670 

900 

720 

945 

1100 

1200 

1200 

1440 

1300 



1100 

1300 

1000 

1250 

750 

1200 

750 

1500 

1000 

1200 

750 

1000 

810 

1300 

1150 

1400 

765 

1350 

720 

1269 

1000 

1300 

1030 

1600 

1000 

2100 

1000 

1200 

1320 

1720 

Maxi- 
mum 


$1350 


Research  Bulletin 


25 


Read  Table  14  as  follows,  beginning  in  the  upper  left  corner:  The  median  minimum  or 
l^eginning  salary  for  elementary  teachers  for  118  cities  under  25,000  in  population  is  $1000; 
the  median  maximum  salary  is  $1350.  Five  years  are  required  to  advance  from  the  minimum 
to  the  maximum.  Bessemer  with  a  minimum  of  $900  is  $100  below  the  minimum  for  similar- 
sized  cities  given  in  this  table  and  with  a  maximum  of  $1200  is  $150  below  the  maximum. 

The  figures  were  obtained  from  questionnaires  of  the  U.  S.  Bureau  of  Education.  Ques- 
tionnaires were  available  from  1254  cities  below  25,000  in  population.  From  these  the 
blanks  giving  the  most  complete  information  were  selected.  From  this  last  group  the  blanks 
of  these  118  cities  were  selected.  They  represent  the  cities  maintaining  the  highest  salary 
schedules. 


TABLE  15.     DISTRIBUTION  OF   SALARIES  OF   JUNIOR  HIGH-SCHOOL  TEACHERS 

IN  707  CITIES,  1921-1922 


Cities  having 

a  population 

of    100,000 

and  over 

(19  reporting) 

Cities  having 
a  population 
of  25,000  to 
100,000  (79 
reporting) 

Cities  having 
a  population 
of  10,000  to 
25,000  (152 
reporting) 

Cities  having 
a  population 
of  2,500  to 
10,000  (457 
reporting) 

Total  num- 
ber   cities 
reporting,  707 

Teach- 
ers 

Per 

cent 

Teach- 
ers 

Per 
cent 

Teach- 
ers 

Per 
cent 

Teach- 
ers 

Per 

cent 

Teach- 
ers 

Per 
cent 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

Less  than  $1000.  .  . 

23 

44 

70 

137 

271 

359 

596 

415 

329 

337 

117 

89 

54 

33 

20 

50 

0.8 

1.5 

2.4 

4.7 

9.2 

12.2 

20.2 

14.1 

11.2 

11.3 

4.0 

3.0 

1.9 

1.1 

0.7 

1.7 

75 

147 

.    196 

292 

324 

255 

262 

246 

138 

114 

101 

71 

21 

24 

11 

46 

3.2 

6.3 

8.5 

12.6 

14.0 

10.9 

11.2 

10.6 

5.9 

4.9 

4.4 

3.1 

0.9 

1.0 

0.5 

2.0 

234 

299 

471 

556 

488 

372 

257 

135 

84 

52 

29 

27 

6 

5 

3 

4 

7.8 

9.9 

15.2 

18.4 

16.2 

12.4 

8.6 

4.5 

2.8 

1.7 

1.0 

0.9 

0.2 

0.2 

0.1 

0.1 

332 

490 

774 

1022 

1147 

1070 

1229 

1024 

807 

762 

489 

549 

359 

303 

268 

677 

3.0 

1000-1099 

4.3 

1100-1199 

1200-1299 

1300-1399 

1400-1499 

1500-1599 

1600-1699 

1700-1799 

1800-1899 

1900-1999 

2000-2099 

2100-2199 

2200-2299 

2300-2399 

2400  or  over 

^5 

64 
84 
114 
228 
256 
259 
242 
362 
278 
241 
234 
577 

1.2 
1.2 
2.1 
2.8 
3.8 
7.6 
8.5 
8.6 
8.0 

12.1 
9.2 
8.0 
7.8 

19.1 

6.9 
9.4 

10.1 
9.4 

10.9 
9.0 
7.1 
6.7 
4.3 
4.9 
3.1 
2.6 
2.3 
6.0 

Total 

3013 

100.0 

2944 

100.0 

2323 

100.0 

3022 

100.0 

11302 

100.0 

Median  Salary.  . 

$2 

350 

$1 

595 

$1450 

$1 

290 

$1 

565 

Read  Table  15  as  follows,  beginning  in  the  upper  left-hand  corner:  Nineteen  cities  with 
a  population  of  over  100,000  reported  that  37,  or  1 .2  per  cent,  of  their  junior  high-school  teachers 
would  receive  in  the  school  year  1921-22  annual  salaries  between  $1100  and  $1199;  37,  or  1.2 
per  cent,  would  receive  annual  salaries  between  $1200  and  $1299,  etc.  A  total  of  3013  teachers 
was  reported  by  these  nineteen  cities,  the  median  salary  to  be  received  for  1921-22  being 
$2050,  that  is,  50  per  cent  of  these  3013  teachers  will  receive  salaries  equal  to  or  above  $2050 
and  50  per  cent  will  receive  salaries  equal  to  or  below  $2050.  Similar  data  are  given  in  columns 
4  to  9  for  cities  of  smaller  populations. 

This  table  is  based  upon  replies  received  to  questionnaires  of  the  U.  S.  Bureau  of  Education 
from  707  cities  of  the  country  of  2500  population  or  over.  As  junior  high  schools  are  of  rather 
recent  origin,  this  is  probably  a  good  representation.  The  term  junior  high  school  being 
rather  indefinite,  it  is  probable  that  some  of  the  figures  included  are  for  intermediate  seventh 
and  eighth  grades,  rather  than  for  genuine  junior  high  schools. 


26 


The  National  Education  Association 


TABLE  16.     MINIMUM    AND    MAXIMUM    SALARIES  OF   JUNIOR  HIGH-SCHOOL 
TEACHERS  OF  27  CITIES,  WITH  POPULATION  OVER  100,000,  1921-1922 


States  and  other  units 


United  States  (Median) 


Los  Angeles . 
Oakland.  .  . 


California 


Denver .  .  . . , 
Bridgeport.  . 
Washington . 
Kansas  City 
Baltimore . . , 


Colorado 

Connecticut 

District  of  Columbia 

Kansas 

Maryland 

Massachusetts 


Lowell. . . . 
Springfield , 


Detroit 

Grand  Rapids . 

Minneapolis . . 


Michigan 


Kansas  City, 
St.  Louis. . . . 


Minnesota 
Missouri 


Trenton . 

Newark. 


New  Jersey 


New  York 


Rochester . 
Syracuse : 

Women . 

Men 


Ohio 


Cleveland. . . 
Columbus. . . 

Toledo 

Youngstown . 

Philadelphia. 
Pittsburgh .  . 
Scranton . . . . 


Pennsylvania 


Houston 

Salt  Lake  City. 
Richmond 


Texas 

iftah 

Virginia 


Minimum 


$1450 


$1800 
1620 

1200 


1200 

1608 

1450 

1450 
1900 

1700 
1500 

1200 

1200 
1600 

1400 
1800 

1600 

1250 
1600 

1350 
1250 
1500 
1250 

1800 
1800 
1400 

1300 

1000 

1000 


Maximum 


$2400 


$2600 
2160 

2310 

1900 

2240 

1968 

1900 

1950 
2200 

2600 
2500 

2500 

2200 
3200 

2400 
2900 

2800 

1950 
2650 

2700 
2500 
2500 
3000 

2800 
2800 
2600 


1750 
1903 


Years  to  reach 
maximum 


10 


10 


10 

10 

6 

4 
5 


5 
9 

13 

13 
16 


12 


10 
10 
15 


10 


Read  Table  16  as  follows,  beginning  in  the  upper  left  corner:  The  median  minimum,  or 
beginning  salary,  of  junior  high-school  teachers  for  27  cities  over  100,000  in  population  is  $1450; 
the  median  maximum  salary  is  $2400.  Ten  is  the  median  number  of  years  required  to  advance 
from  the  minimum  to  the  maximum.  Los  Angeles,  with  a  minimum  of  $1800,  is  $350  above 
the  median  for  similar-sized  cities  in  the  United  States  and  with  a  maximum  of  $2600  is 
$200  above  the  median  maximum. 

The  figures  were  obtained  from  questionnaries  of  the  U.  S.  Bureau  of  Education.  All 
cities  of  this  size  for  which  data  are  available  are  included. 


Research  Bulletin 


27 


TABLE   17.     MINIMUM  AND    MAXIMUM   SALARIES   OF  JUNIOR  fflGH  SCHOOL 
TEACHERS,  70  CITIES  WITH  POPULATION  FROM  25,000  TO  100,000,  1921-22 


State  and  other  units 


United  States  (Median) 


A rkansas 

Fort  Smith.. 

California 

Fresno 

Long  Beach 

Pasadena 

Colorado 

Pueblo 

Colorado  Springs . . . 
Connecticut 

New  Britain 

Waterbury 

Norwalk 

Georgia 

Savannah 

Illinois 

East  Aurora 

Joliet 

Quincy 

Rockf  ord 

Indiana 

Gary 

E.  Chicago 

Muncie 

Terre  Haute 

Kansas 

Topeka 

Wichita 

Kentucky 

Covington 

Lexington 

Newport. 

Maine 

Lewiston 

Massachusetts 

Lynn 

Haverhill 

Pittsfield 

Somerville 

Michigan 

Battle  Creek 

Hamtramck 

Kalamazoo 

Lansing 

Flint 

Nebraska 

Lincoln 

New  Hampshire 
Nashua 


Mini- 
mum 


$1200 


$1000 

1500 
1600 
1800 

1200 
1200 

1150 

1000 

900 

660 

1400 
1000 
1200 
1000 


1400 
1395 
1000 

1250 
1320 

900 
1200 
.  900 

900 

1100 
1000 
1000 
1000 

1200 
1200 
1200 
1350 
1050 

1000 

1000 


Maxi- 
mum 


$1835 


$2000 

1920 
2200 
2600 

1700 


1500 

1870 

1800 
1675 
1500 
1525 

3250 
2300 

isoo 

1600 
1896 

1200 
1200 
1450 

1400 

1500 
2000 
1600 
1500 

1700 


1950 
2500 
1700 

2200 

1300 


Years 

to 
reach 


8 


10 

5 


State  and  other  units 


United  States(Median) 


New  Jersey 
Atlantic  City .... 

Elizabeth 

Hoboken 

Montclair 

New  Brunswick . . 

Passaic 

W.  New  York .  .  . 


New  York 

Amsterdam 

Auburn 

Birmingham 

North  Carolina 
Asheville 


Ohio 

Canton 

E.  Cleveland 

Hamilton 

Marion 

Warren 

Oklahoma 

Oklahoma 

Tulsa 


Pennsylvania 

Allentown 

Bethlehem 

Easton 

Erie 

Harrisburg 

Hazleton 

Johnstown 

Norristown 

York 

South  Dakota 
Sioux  Falls 


Texas 

El  Paso 

Waco 

Utah 

Ogden 

Wisconsin 

Green  Bay 

Kenosha 

La  Crosse 

Racine 

Superior 

Sheboygan 


Mini- 
mum 


$1200 


$1400 
1300 
1600 
1475 


1300 
1200 

1400 
1050 
1300 

1200 

1200 
1400 


900 
1200 

1200 
1320 

1000 
1000 
1400 
1400 
1400 
1000 
1050 
1400 
1400 

1200 

1080 
1100 

1200 

1200 
1320 
1000 
1100 
1200 
1250 


Maxi- 
mum 


$1835 


$2000 


2860 
2550 
2500 
2150 
2500 

2500 
1450 
1700 

1500 

2250 
2600 
1500 
1485 
2050 

1800 
2000 

2400 
1800 
2200 
2200 
2500 
2200 
2200 
2400 
2200 

1500 

1800 
1700 

1750 

1800 
2028 
1500 
2100 
1800 
2300 


Read  Table  17  as  follows,  beginning  in  the  upper  left  comer:  The  median  minimum  or 
beginning  salary  of  junior  high-school  teachers  for  70  cities  between  25,000  and  100,000  in 
population  is  $1200;  the  median  maximum  salary  is  $1835.  Eight  is  the  median  number  of 
years  required  to  advance  from  the  minimum  to  the  maximum.  Fort  Smith  with  a  minimum 
of  $1000  is  $200  below  the  minimum  for  similar-sized  cities  in  the  United  States,  and  with  a 
maximum  of  $2000  is  $165  above  the  maximum  of  similar-sized  cities. 

The  figures  were  obtained  from  questionnaires  of  the  U.  S.  Bureau  of  Education.  All  cities 
of  this  size  for  which  data  are  available  are  included. 


28 


The  National  Education  Association 


TABLE  18.     MINIMUM   AND   MAXIMUM    SALARIES   OF   JUNIOR  HIGH   SCHOOL 
TEACHERS,  81  CITIES  WITH   POPULATION  UNDER  25,000,  1921-1922 


Cities 


United  States  (Median) 


Clifton,  Ariz. 
Helena,  Ark. 
Malvern. . .  . 
Marianna. .. 


Santa  Rosa,  Calif.  .  . 
Monte  Vista,  Colo. . . 

Rocky  Ford 

Sterling 

Farmington,  Conn. .  .  , 

So.  Manchester 

Westport , 

Dover,  Dela. . , 

Moultrie,  Ga 

Charles  City,  Iowa .  . . 

Sheldon 

Brazil,  Ind 

Huntington 

Canton,  /// 

Morris 

Naperville , 

St.  Charles 

Coeur  d'Alene,  Idaho . 

Twin  Falls 

Wallace 

Caney,  Kan 

lola 

Larned 

Covington,  La 

Houlton,  Maine 

Andover,  Mass 

Marblehead 

Maynard 

Albert  Lea,  Minn.  .  .  . 

Fairmont 

Fergus  Falls .  . 

Petoskey,  Mich 

River  Rouge 

Sturgis 

Clarksdale,  Miss 

Carrollton,  Mo 


Mini- 

Maxi- 

Years 

to 
reach 

mum 

mum 

$1100 

$1600 

5 

$1400 

$1700 

5 

1000 

1500 

4 

900 

1000 

5 

1000 

1000 



1300 

1600 

3 

1200 

1800 

5 

1500 

1750 

1200 

1760 

1200 

1650 

1350 

1900 

1000 

1600 

8 

1100 

1800 

5 

800 

945 

3 

1296 

1998 

2 

1500 
2200 

3 

7 

800 

1260 

1350 

3 

968 

1068 

1100 

1600 

5 

1400 

1663 

1400 

1600 

1250 

2300 

3 

1200 

1660 

4 

1350 

1800 

5 

1125 

1200 

1100 

2200 

1170 

1170 

1080 

1305 

10 

900 

936 

1300 

1400 

1100 

1460 

5 

950 

1550 

1100 

1500 

5 

1170 

1350 

5 

1125 

1260 

5 

1200 

1400 

1600 

2500 

4 

1200 

1500 

1312 

1417 

5 

810 

1800 

Cities 


United  States  (Median) 


Bozeman,  Mont 

Kalispell 

Bismarck,  N.  Dak 

Valley  City 

Depew,  N.  Y 

Rye. 

Scotia 

Las  Cruces,  N.  Mex. .  . 
Glen  Ridge,  N.  J..  ...  . 

Nutley 

So.  Bruer 

Alliance,  Neb 

Havelock 

Norfolk 

Ashland,  Ohio 

Lisbon 

Sidney 

Medford,  Or  eg 

Frederick,  Okla 

Hugo 

Coraopolis,  Penn 

Pottsville 

Warren,  R.  I 

Abbeville,  S.  C 

Darlington 

Big  Springs,  Texas.  .  .  . 

Navasota 

Morristown,  Tenn 

Brookings,  S.  Dak 

Huron 

Madison 

Redfield '.  .  .  . 

Tooele,  Utah 

Richfield 

Spanish  Fork 

Bennington,  Vt 

Hampton,  Va 

Harrisonburg 

Marshfield,  Wis 

Stoughton 

Sheridan,  Wyo 


Mini- 
mum 


$1100 


$1200 
1392 
1100 
1100 
1100 
1400 
1000 
1400 
1500 
1400 
1000 
1000 

900 
1100 
1100 

900 
1000 
1260 
1080 
1100 
1100 
1200 
1020 

900 
1200 
1170 
1125 

810 
1100 
1200 
1400 


1100 

750 

1100 

1100 

900 

900 

1140 

1200 

1320 


Maxi- 
mum 


$1600 


$1620 
1680 
1450 
1800 
1900 
2200 
1800 
1600 
2600 
2000 
1500 
1500 
1600 
1600 
1800 
1260 
1600 
1720 
1260 
1200 
1600 
1600 
1320 
1035 
1500 
1600 
1500 
1080 
1500 
1740 

1350 
1800 
1500 
1700 
1350 
1300 
1500 
2100 
2250 
1720 


Years 

to 
reach 


10 

7 

6 

15 


13 
5 
4 
5 

14 


Read  Table  18  as  follows:  Beginning  in  the  upper  left  corner,  the  median  minimum  or 
beginning  salary  of  junior  high  school  teachers  for  81  cities  under  25,000  in  population  is 
$1100;  the  median  maximum  salary  is  $1600.  Five  is  the  median  number  of  years  required 
to  advance  from  the  minimum  to  the  maximum.  Clifton,  Arizona,  with  a  minimum  of  $1400 
is  $300  above  the  median  for  the  cities  in  this  table,  and  with  a  maximum  of  $1700  is  $100  above 
the  median  maximum. 

The  figures  were  obtained  from  questionnaires  of  the  U.  S.  Bureau  of  Education.  Question- 
naires were  available  from  1254  cities  below  25,000  in  population.  From  these  the  blanks 
giving  the  most  complete  information  were  selected.  They  represent  the  cities  maintaining 
the  highest  salary  schedules. 


Research  Bulletin 


29 


TABLE  19.     MINIMUM  AND  MAXIMUM  SALARIES  OF  HIGH-SCHOOL  TEACHERS, 
54  CITIES  WITH  POPULATION  OVER  100,000,  1921-1922 


State  and  other  units 


United  States(Median) 


Alabama 

Birmingham 

California 

Los  Angeles 

Oakland 

Colorado 

Denver 

Connecticut 

Bridgeport 

New  Haven 

Delaware 

Wilmington 

District  of  Columbia 

Washington 

Georgia 

Atlanta 

Illinois 

Chicago 

Indiana 

Indianapolis 

Iowa 

Des  Moines 

Kentucky 
Louisville : 

Women 

Men 

Kansas 

Kansas  City 

Maryland 

Baltimore 

Massachusetts 
Boston : 

Men 

Cambridge 

Fall  River 

Lowell : 

Women 

Men 

New  Bedford 

Springfield : 

Women 

Men 

Worcester: 

Women 

Men 

Michigan 

Detroit 

Minnesota 

Minneapolis 

St.  Paul 


Mini- 
mum 


$1500 


2__ 

$1250 

1800 
1740 

1500 

1200 
1300 

1350 

1440 

1572 

1600 

1500 

1550 

1300 
1600 

1668 

1500 


1980 
1248 
1400 

1400 
1700 
2000 


1500 
2050 

1700 

1400 
1500 


Maxi 
mum 


$2400 


$2250 

2600 
2400 

3080 

2300 
2350 

1950 

2240 

2142 

3400 

2800 

3000 

2100 
2550 

2508 

3000 


3276 
1824 
2000 

2000 
2500 
2500 

2500 
3100 

2500 
3250 

2600 

2500 
2?  50 


Years 

to 
reach 
max. 


12 
10 
10 


14 
11 


State  and  other  units 


United  States(Median) 


Missouri 

Kansas  City 

St.  Louis 

Nebraska 

Omaha 

New  Jersey 

Jersey  City 

Newark 

Paterson 

Trenton 

New  York 
Albany : 

Women 

Men 

New  York 

Rochester 

Syracuse : 

Women 

Ohio 

Akron 

Cleveland .  . 

Columbus 

Dayton 

Toledo 

Youngstown 

Pennsylvania 

Philadelphia 

Scranton 

Oregon 

Portland 

Rhode  Island 
Providence : 

Women 

Men 

Tennessee 

Nashville 

Texas 

Fort  Worth 

Houston 

Utah 

Salt  Lake 

Virginia 

Richmond 

Wisconsin 

Milwaukee 

Washington 

Seattle 

Spokane 


Mini- 


Si  500 


2 


$1400 
1600 

1400 

1500 
2100 
2000 


1300 
1500 
1900 
1600 

1350 

1400 
1500 
1250 
1450 
1500 
1650 

1800 
1400 

1600 


1400 
1700 

1000 

1200 
1300 

1250 

1000 

1600 

1800 
1500 


Maxi 

mum 


^2400 


3 


$3000 
3200 

2400 

3400 
3800 
3600 
3000 


2100 
2300 
3700 
2400 

1950 

2700 
3600 
2375 
2400 
2500 
3000 

3200 
2200 

2100 


2600 
3000 

1700 

1800 
2000 

2150 

2024 

3600 

2400 
215€ 


Read  Table  19  as  follows:  The  median  minimum  salary  of  high-school  teachers  for  54  cities 
with  a  population  of  over  100,000  is  $1500,  the  median  maximum  salary  is  $2400.  Eight 
years  are  required  to  advance  from  the  minimum  to  the  maximum  salary.  Birmingham, 
Alabama,  with  a  minimum  salary  of  $1250  is  $250  below  the  median  minimum,  and  with  a 
maximum  of  $2250  is  $150  below  the  median  maximum  in  cities  of  similar  size  in  the  United 
States. 

The  figures  for  the  table  were  obtained  from  answers  to  questionnaires  sent  out  by  the 
Salary  Committee  of  the  National  Education  Association.  AH  cities  for  which  data  were 
available  are  included. 


30 


The  National  Education  Association 


Read  Table  20  as  follows:  The  median  minimum  salary  of  high  school  teachers  for  127 
cities  with  a  population  between  25,000  and  100,000  is  $1400,  and  the  median  maximum  salary 
is  $2150.  Eight  years  are  required  to  advance  from  the  minimum  to  the  maximum  salary. 
Fort  Smith,  Arkansas,  with  a  minimum  salary  of  $1400,  just  equals  the  median  salary  for 
cities  of  similar  size  in  the  United  States,  and  with  a  maximum  salary  of  $2600  is  $450  above 
the  median  maximum. 

The  figures  for  the  table  were  obtained  from  answers  to  questionnaires  sent  out  by  the 
Salary  Committee  of  the  National  Education  Association. 

TABLE  20.     MINIMUM  AND  MAXIMUM  SALARIES  OF  HIGH-SCHOOL  TEACHERS, 
127  CITIES  WITH  POPULATION  OF  25,000  TO  100,000,   1921-1922 


State  and  other  units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 
max. 

State  and  other  units 

Mini- 
mum 

Maxi- 
mum 

Years 
to 

reach 
max. 

United  States  (Median) 

$1400 

$2150 

8 

United  States  (Median) 

$1400 

$2150 

8 

1 

2 

3 

4 

1 

2 

3 

4 

Arkansas 
Ft.  Smith 

$1400 
945 

1980 
1800 
1680 
1836 

1500 

1250 
1600 

1100 
1500 

1200 
1500 

1200 

1400 
1500 
1400 
1200 
1100 
1400 
1200 
1500 

1512 
1600 
1750 
1500 
1200 
1200 

1260 
1700 
1500 
1400 

1300 

$2600 
2400 

2220 
2400 
2700 
2400 

2550 

2050 
2600 

1700 
2100 

2300 
3000 

1600 

2600 
2300 
2000 
2650 
1800 
2500 
1800 
2100 

1890 
2600 
3250 
2100 
1800 
1750 

1710 
2500 
2100 
1800 

1500 

12 

7 
6 

"6" 

8 
8 

12 
10 

11 
15 

4 
12 

"l2"" 

7 

'"s" 

12 

4 
10 

'"'5'" 

9 

8 
5 
4 

Louisiana 
Shreveport 

$1305 

1200 
1400 

$1440 

1400 

1400 
2000 

1800 
2400 

1500 

1800 
2400 

1700 
2100 
1700 

1650 
2000 

2150 
2550 

1700 
2300 
2500 
1800 

1600 
2400 
2900 

1750 
2000 
1750 

2500 

2 

Little  Rock 

Maine 
Bangor : 
W^omen. 

California 
Berkeley 

4 

Riverside 

Lewiston : 

Women 

Sacramento 

San  Diego 

Men ...    . 

Colorado 
Pueblo 

Portland: 

Women 

Connecticut 

Men 

New  Britain: 
Women 

Maryland 
Cumberland 

1200 

1200 
1800 

Men 

Massachusetts 
Brockton : 
Women 

Norwalk: 
Women 

7 

Men 

Men 

7 

Stamford: 

Women 

Chelsea: 

Women 

Men 

Men    .  .    . 

Georgia 
Columbus 

Everett 

1200 

1100 
1500 

5 

Haverhill: 

Women 

Illinois 

6 

Aurora : 

Men 

6 

E.  District 

Holyoke : 

Women 

W.  District 

Danville 

Men 

E.  St.  Louis 

Medford: 
Women. 

1300 
1800 
1600 
1200 

1200 
1300 
1600 

1300 

Moline 

4 

Rockford 

Men 

Newton 

5 

Rock  Island 

9 

Springfield 

Revere 

6 

Indiana 
Anderson 

Salem: 

Women 

12 

Ft.  Wayne 

Men 

12 

Gary     

Somerville 

Muncie 

Taunton : 

Women 

Richmond 

5 

Terre  Haute 

Men 

Iowa 

Waltham 

Cedar  Rapids 

Davenport 

Michigan 
Grand  Rapids. 

1500 
1600 
1200 

1875 

9 

Waterloo 

Muskegon            

2200 
1975 

10 

Kentucky 
Lexington 

Minnesota 
Duluth 

2 

Research  Bulletin 


31 


Table  20. — Continued 


State  and  other  units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 

State  and  other  units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 

United  States  (median) 

$1400 

$2150 

5 

United  States  (Median) 

$1400 

$2150 

5 

Missouri 
Sorine'field 

$1140 
1800 
1000 
1500 

1200 
1400 
1200 

1800 
1500 

1500 
1850 
2100 
2000 

1400 
1600 

1600 
1800 

1500 
1800 
1500 
1650 
1600 
1500 

1500 

1200 
1600 
1600 

1450 

$1800 
2400 
2200 
2100 

1200 
1400 
1400 

3400 
3000 

2750 
3050 
3360 
2450 

2600 
3000 

2500 
2700 

2050 
2800 
3400 
3200 
3200 
2800 

3300 

1800 
2200 
2700 

2450 
3000 

1950 
2550 
1700 
2100 
1620 

1900 
2000 
1800 
2250 

2500 
3300 
3600 

1900 

11 

6 

12 

""2" 

16 
15 

10 
10 

•7 
3 

10 
11 

6 
6 

11 
10 
13 

"io" 

12 

8 
8 
8 

10 
12 

8 

7 

7 
12 

13 
12 
14 

7 

Ohio — Continued 
Men 

$1400 
1400 
1200 
1350 
1200 
1200 
1200 
1400 
1500 
1400 

1300 

1215 

1400 
1400 
1400 
1400 
1400 
1400 
1400 
1400 
1400 

1500 

$2100 
2600 
1800 
1800 
2100 
2000 
2300 
2000 
2500 
2000 

2200 

1350 

2200 
2200 
2200 
2200 
2500 
2200 
2400 
2400 
2200 

2500 

1825 

1520 
2280 

2100 
2350 
2250 

2100 

2000 
2000 
1900 
1935 

2250 
2500 
2200 

1800 
2328 
1850 
3200 
2150 
2300 
2000 

1938 

7 

MontancL 

Lorain 

12 

Butte 

Lima 

6 

Nebraska 

Marion 

10 

Lincoln 

Newark 

9 

Nevada 

Portsmouth 

8 

Carson  City 

Springfield 

11 

New  Hampshire 
Manchester : 

Steubenville 

6 

Warren 

10 

Women 

Zanesville 

6 

Men 

Oklahoma 
Muskogee 

Nashua 

New  Jersey 
Bayonne 

Oregon 
Eugene 

4 

CHf  ton 

EHzabeth: 

Pennsylvania 
Altoona 

8 

Women 

Chester 

8 

Men 

Erie 

8 

Hoboken 

Hazleton 

8 

Irvington 

Harrisburg 

11 

Kearney : 

Lancaster 

8 

Women 

New  Castle 

10 

Men 

Norristown 

10 

Passaic : 

York 

8 

Women 

Rhode  Island 
Newport. 

Men 

10 

erth  Amboy: 
Women 

Woonsocket: 
Women. 

Men 

Tennessee 
Knoxville: 
Women. 

1045 
1425 

1200 

900 

1200 

1300 

1200 
1300 
1100 
1350 

1350 
1400 
1700 

1200 
1500 
1300 
1400 
1250 
1250 
1300 

1560 

Plainfield 

Orange 

W.  Hoboken 

Men 

W.  New  York 

New  York 

Texas 
El  Paso 

18 

Mt.  Vernon 

Galveston 

Waco 

Newburgh : 

Women 

Utah 
Ogden . . . 

Men 

New  Rochelle 

Poughkeepsie : 

Women 

Virginia 
Newport  News: 
Women. 

8 

Men 

Men 

7 

Rome: 

1300 
1800 
1300 
1500 
1200 

1300 
1305 
1020 
1000 

1200 
1500 
1500 

1200 

Portsmouth 

8 

Women 

Roanoke. ... 

7 

Men 

West  Virginia 
Clarksburg.     .    . . 

Schenectady 

9 

Utica 

Huntington 

11 

Watertown 

Wheeling 

5 

North   Carolina 
Asheville 

Wisconsin 
Green  Bay 

Charlotte 

Kenosha ^ 

La  Crosse 

Wilmington 

11 

Winston-Salem 

Oshkosh 

Ohio 

Racine 

10 

Canton 

Sheboygan 

Cleveland  Heights .... 

Superior 

7 

E.  Cleveland 

Wyoming 
Cheyenne 

Hamilton: 

6 

Women 

32 


The  National  Education  Association 


Read  Table  21  as  follows:  The  median  minimum  salary  of  high  school  teachers  for  136 
cities  with  a  population  under  25,000  is  $1310,  and  the  median  maximum  salary  is  $2225. 
Ten  years  are  required  to  advance  from  the  minimum  to  the  maximum  salary.  Anniston, 
Alabama,  with  a  minimum  salary  of  $1200  is  $110  below  the  median  for  similar-sized  cities, 
and  with  a  maximum  of  $1800  is  $425  below  the  median.  It  requires  two  years  more  than 
the  median  to  reach  the  maximum  salary.  This  list  of  cities  was  selected  from  a  list  of  536 
cities  as  the  ones  in  their  respective  states  paying  the  highest  salaries. 

The  figures  were  obtained  from  answers  to  questionnaires  sent  out  by  the  Salary  Committee 
of  the  National  Education  Association. 


TABLE  21.    MINIMUM  AND  MAXIMUM  SALARIES  OF  HIGH-SCHOOL  TEACHERS, 
136  CITIES  WITH  POPULATION  UNDER  25,000,  1921-1922 


State  and  other  units 


United  States  (Median) 


1 

Alabama 

Anniston 

Bessemer 

A  rizona 

Globe 

Jerome , 

Arkansas 

Helena 

Texarkana 

California 

Coronado , 

Mill  Valley 

Pacific  Grove .  .  .  . 

San  Rafael 

So.  San  Francisco 
Colorado 

Canon  City 

Fort  Morgan.. .  . 

Trinidad 

Connecticut 

Greenwich 

Naugatuck : 

Women 

Men 

Willimantic: 

Women 

Men 

Delaware 

Dover 

Florida 

Ocala 

Sanford 

Georgia 

Brunswick 

Hawkinsville . .  .  . 

Way  cross 

Idaho 

Caldwell 

Weiser 

Nampa 

Illinois 

Blue  Island 

Fairbury 


Mini- 
mum 


$1310 


$1200 
1080 

1800 
1750 

1350 
1000 

2000 
1800 
2000 
1700 
1800 

1200 
1400 
1500 

1300 

1200 
1800 

1200 
1500 

1100 

990 
800 

1000 

1200 

900 

1400 
1350 
1460 

1800 
1550 


Maxi- 
mum 


$2225 


$1800 
1560 

2400 
2500 

2000 
2100 

2600 
2700 
2400 
2500 
3000 

2200 
2400 
2300 

2300 

2000 
2500 

1800 
2100 

1800 

1800 
2000 

1800 
1200 
1500 

1700 
1750 
1700 

2500 
2750 


Years 

to 
reach 
max. 


10 


10 

20 
10 


12 
15 

n 

3 
"6 


State  and  other  units 


United  States  (Median) 


1 

Illinois —  Continued 

Freeport 

Harvard 

Johnson  City 

Indiana 

EUwood 

La  Porte 

Mishawaka 

Iowa 

Clinton 

Keokuk 

Ottumwa 

Kansas 

Arkansas  City 

Hutchinson 

Marysville 

Kentucky 

Henderson 

Mayfield 

Owensboro 

Louisiana 

Gretna 

Lake  Charles 

Maine 

Fort  Fairfield 

Paris 

Massdchusetts 

Franklin 

Kingston 

Melrose 

Norwood 

Westford 

Michigan 

Ann  Arbor 

Monroe 

Muskegon  Heights . . 

Owosso 

Saginaw 

Minnesota 

Rochester 

Stillwater 

Winona 


Mini- 
mum 


$1310 


$1200 
1350 
1600 

1350 
1500 
1600 

1425 
1400 
1400 

1350 
1620 
1200 

1250 
1215 
1125 

1050 
1035 

1200 
800 

1100 
1100 
1200 
1200 
1200 

1450 
1450 
1400 
1500 
1400 

1300 
1170 
1440 


Maxi- 
mum 


$2225 


$2500 
3000 
2700 

1800 
2000 
2250 

2200 
2250 
2200 

2400 

2385 
2400 

1800 
2400 
1800 

1400 
1440 

3000 
2200 

1800 
2300 
2000 
1900 
2500 

2250 
2350 
2400 
2400 
2600 

2000 
1980 
2400 


Years 

to^ 

reach 

max. 


10 


13 


13 


10 


Research  Bulletin 


33 


Table  21. — Continued 


State  and  other  units 


United  States  (Median) 

Mississippi 

Greenville 

Yazoo  City 

Missouri 

Clayton 

Independence 

Lexington 

Montana 

Great  Falls 

Helena 

Missoula 

Nebraska 

Beatrice 

Hastings 

Plattsmouth 

Nevada 

Tonopah 

New  Hampshire 

Berlin 

Dover 

Littleton 

New   Jersey 

Asbury  Park 

Bridgeport 

Glen  Ridge : 

Women 

Men 

Roselle 

So.  Amboy 

New   Mexico 

Albuquerque 

New  York 

Ballston  Spa 

Hudson 

Ithaca 

Lawrence : 

Women 

Men 

Plattsburg : 

Women 

Men 

White  Plains 

North    Carolina 

Durham 

Fayettesville 

High  Point 

North  Dakota 

Fargo 

Mandan 

Minot 

Ohio 

Barberton 

Cleveland  Heights .... 

Elyria 

Fremont 


Mini- 

Maxi- 

Years 

to 
reach 

mum 

mum 

$1310 

$2225 

10 

$1250 
1200 

$2400 
1600 

23  . 

1500 
1200 
1170 

2400 
1800 
1800 

1500 
1500 
1600 

2200 
2200 
2100 

1400 
1300 
1350 

1800 
1800 
1500 

1650 

1980 

1400 

2500 
3000 
1600 

1100 

1300 
1300 

2400 
2400 

1500 
2000 
1500 
1400 

2600 
3000 
3000 
2500 

1320 

1700 

8 

900 
1200 
1500 

2000 
1800 
1900 

8 

1500 
1800 

2500 
2800 

8 
8 

1200 
1800 
1500 

1900 
2500 
2800 

8 
8 
9 

1200 

1500 

915 

3000 
2532 
2400 

18 
"29" 

1500 
1600 
1450 

2100 
2000 
3250 

6 

"is" 

1200 
1500 
1300 
1140 

2000 
3600 
2500 
3000 

8 
12 
12 

State  and  other  units 


United  States  (Median) 


Ohio —  Continued 

Marietta 

Oklahoma 

McAlester 

Ponca  City 

Sapulpa 

Oregon 

Astoria 

Baker 

Pennsylvania 

Carbondale 

Coatesville 

No.  Braddock 

Tamaqua 

West  Chester 

Woodlawn 

Rhode  Island 
Central  Falls 

South  Carolina 

Easby 

GreenWood 

South  Dakota 

Brookings 

Sioux  Falls 

Tennessee 

Bristol 

Dyersburg 

Texas 

Cleburne 

Eagle  Pass 

Palestine 

Temple 

Utah 

Logan 

Springfield : 

Women 

Virginia 

Bristol 

Harrisonburg 

Washington 

Hoquiam 

Puyallup 

Roslyn 

West  Virginia 

Fairmont 

Parkersburg 

Sistersville 

Wisconsin 

Appleton 

Plymouth 

Wausau 

West  Allis.  . 

Wyoming 

Cheyenne 

Sheridan 


Mini- 

Maxi- 

mum 

mum 

$1310 

$2225 

$1450 

$2100 

1400 
1300 
1600 

2050 
2400 
2450 

1400 
1170 

1600 
1800 

1300 
1200 
1500 
1500 
1200 
1200 

2400 
2500 
2400 
2600 
2500 
2820 

1200 

1700 

1000 
1035 

1350 
1125 

1300 
1500 

2600 
2500 

630 
1200 

1530 
1560 

1035 
1350 
1080 
1200 

2800 
2400 
2250 
2100 

1000 

1500 

1250 

1600 

1000 
900 

1600 
2100 

1400 
1320 
1300 

2100 
2000 
2000 

1400 
1300 
1500 

2400 
2300 
2000 

1400 
1200 
1200 
1400 

2500 
2400 
2700 
2750 

1716 
1570 

1938 
2500 

34 


The  National  Education  Association 


TABLE  22.     MINIMUM  AND  MAXIMUM  SALARIES  OF  PRINCIPALS  OF  ELEMEN- 
TARY SCHOOLS,  51  CITIES  WITH  POPULATION  OVER  100,000,  1921-1922 


State  and  other  units 


United  States  (Median) 


Alabama 
Birmingham 

California 

Los  Angeles 

Oakland 

San  Francisco 

Colorado 

Denver 

Connecticut 

New  Haven 

District  of  Columbia^ 

Washington. 

Illinois 
Chicago 

Indiana 

Indianapolis 

Kansas 
Kansas  City 

Kentucky 
Louisville 

Louisiana 
New  Orleans 

Maryland 

Baltimore 

Massachusetts 

Cambridge 

Fall  River 

Lowell 

New  Bedford 

Worcester 

Springfield 

Michigan 

Detroit. 

Grand  Rapids 

Minnesota 

Minneapolis 

St.  Paul 

Missouri 

Kansas  City 

St.  Louis 


Mini- 
mum 


$2100 


$1200 

2150 
2100 
2280 

2310 

2200 

1200 

2500 

2100 

1908 

1600 

2100 

1950 

2500 
1640 
1920 
2250 
1700 


Maxi- 
mum 


$3210 


2400 
1200 

1800 
1800 

2350 
1700 


$3200 

3300 
3240 
3130 

3520 

3000 

2470 

4250 

3000 

2148 

2200 

2700 

3200 

3220 
3000 
3100 
3350 
3500 
3200 

4000 
2000 

3500 
2850 

3650 
4000 


Years 

to 
reach 


10 
10 


17 


State  and  other  units 


United  States  (Median) 


Nebraska 

Omaha 

New  Jersey 

Jersey  City 

Paterson 

Trenton 

Newark 

New  York 

Albany 

Buffalo 

New  York 

Rochester 

Yonkers 

Ohio 

Cleveland 

Columbus 

Toledo 

Youngstown 

Pennsylvania 

Philadelphia 

Pittsburgh 

Scranton .  .  .• 

Rhode  Island 

Providence 

Tennessee 

Nashville 

l^exas 

Fort  Worth 

Houston 

Utah 
Salt  Lake  City .  .  . 
Virginia 

Richmond 

Washington 

Seattle 

Spokane 

Wisconsin 
Milwaukee 


Mini- 
mum 


$2100 


$1920 

2800 
3000 
1100 
2500 

2600 
2500 
3750 
3000 
1900 

2400 
1875 
2200 
1900 

2100 
2100 
1800 

2100 

1200 

2250 
1900 

2000 

1910 

2400 
1800 

2600 


Maxi- 
mum 


$3210 


$3000 

4100 
4600 
3300 
4500 

3200 
3800 
4750 
4400 
3500 

4170 
2500 
2900 
3000 

4000 
4000 
2600 

3800 

2100 

2750 
2700 

3000 

2530 

3660 
2550 

4400 


Years 

to 
reach 


1  Elementary-scliool  principals  receive  additional  $30  per  room  per  annum. 

Read  Table  22  as  follows:  The  median  minimum  salary  for  principals  of  elementary  schools, 
for  51  cities  with  a  population  of  over  100,000,  is  $2100,  and  the  median  maximum  salary  is 
$3210.  Eight  years  are  required  to  advance  from  the  minimum  to  the  maximum  salary, 
Birmingham,  Alabama,  with  a  minimum  salary  of  $1200  for  elementary  principals  is  $900 
below  the  median  for  similar-sized  cities,  and  with  a  maximum  of  $3200  is  $10  below  the  median. 

In  each  of  these  cities  the  minimum  given  is  that  for  principals  for  schools  of  the  smallest 
number  of  rooms,  whereas  the  maximum  is  for  principals  of  schools  of  the  largest  number  of 
rooms.  See  Bulletin  19  of  the  National  Education  Association,  page  7  and  following,  for 
data  as  to  minimum  and  maximum  salaries  of  principals  differentiated  according  to  number 
of  rooms  supervised. 

The  figures  were  obtained  from  the  U.  S.  Bureau  of  Education  and  from  answers  to  question- 
naires sent  out  by  the  Salary  Committee  of  the  National  Education  Association. 


Research  Bulletin 


35 


TABLE  23.     MINIMUM  AND  MAXIMUM  SALARIES  OF  PRINCIPALS  OF  ELEMEN- 
TARY SCHOOLS,  76  CITIES  WITH  POPULATION  25,000  TO  100,000,  1921-1922 


State  and  other  units 


United  States  (Median) 


Arkansas 
Fort  Smith 

California 

Pasadena 

San  Jose 

Stockton 

Colorado 
Pueblo 

Connecticut 

Waterbury 

Norwalk 

Florida 

Jacksonville 

Illinois 

East  St.  Louis 

Elgin 

Rock  Island 

Evansville 

Indiana 

Gary 

East  Chicago 

Fort  Wayne 

Terre  Haute 

Kansas 

Topeka 

Wichita 

Kentucky 

Lexington 

Newport 

Maryland 

Hagerstown 

Massachusetts 

Maiden 

Pittsfield 

Salem 

Somerville 

Michigan 
Lansing 

Missouri 
Springfield 

Nebraska 

Lincoln 

New  Hampshire 

Nashua 

New  Jersey 

Bayonne , 

East  Orange , 

Elizabeth 

Hoboken , 

Montclair 

New  Brunswick .  .  .  , 
Passaic 


Mini- 
mum 


$1625 


$1600 

2700 
2840 
2040 

1900 


1100 

1170 

1700 
1800 
1400 
1650 


1850 
2000 
1200 

1800 
1800 

1600 
1200 

1000 


1500 
2300 


1600 

1380 

1900 

1250 

2400 
2200 
1500 
2800 
2600 
1300 
2400 


Maxi 
mum 


$2500 


$2400 

3300 
3090 
2580 

2000 

3800 
1800 

2000 

3200 
2000 
2000 
2700 

3600 
3600 
2500 
1500 

2300 
2376 

1700 
1600 

1650 

2700 
2500 
2500 
3000 

1710 

1620 

2220 

1400 

4200 
4000 


4060 
4200 
2600 
3400 


Years 

to 
reach 


10 


State  and  other  units 


United  States  (Median)  $1625 


Mini- 
mum 


Perth  Amboy 

W.  Hoboken 

New  York 

Mt.  Vernon 

Auburn 

Elmira 

Newburgh ........ 

New  Rochelle 

Niagara  Falls 

Rome 

Schenectady 

Utica 

Poughkeepsie 

North  Carolina 

Asheville 

Winston- Salem .  .  .  . 
Ohio 

Canton 

Hamilton 

Marion 

Newark 

Portsmouth 

Warren 

Oklahoma 
Oklahoma 

Pennsylvania 

Altoona 

Bethlehem 

Erie 

Harrisburg 

Hazleton 

New  Castle 

Norristown 

Williamsport 

Rhode  Island 
Pawtucket 

South  Carolina 

Charleston 

Texas 

El  Paso 

Virginia 

Portsmouth 

Washington 
Bellingham 

West  Virginia 

Wheeling 

Wisconsin 

La  Crosse 

Oshkosh 

Racine 

Superior 

Sheboygan 


1800 


1500 
1490 
2100 
1700 
1600 
1900 
1900 
1700 
2100 
1600 

1600 
1000 

2000 
1500 
1530 
1500 


2000 

1700 

1600 
1600 
1600 
1600 
1000 
1600 
1500 


2543 

1750 

2000 

1560 

2400 

1800 
1800 
1800 
1800 
1800 


Maxi- 
mum 


$2500       8 


2800 
3500 

4000 
1810 
2600 
2600 
3400 
3500 
2950 
3100 
3100 
3000 

2000 
3200 

2800 
2400 
1665 
2100 
1800 
2700 

2800 

2400 
2200 
2400 
2500 
1800 
2400 
2600 
1400 

2500 

2846 

2600 

3000 

2340 

2500 

2600 
2400 
3300 
2700 
2500 


Read  Table  23  as  follows:  The  median  minimum  salary  of  elementary  principals  for  76 
cities  with  a  population  between  25,000  and  100,000  is  $1625,  the  median  maximum,  $2500. 

The  minimum  given  for  each  city  is  that  for  principals  of  schools  of  the  smallest  number  of 
rooms,  whereas  the  maximum  is  for  principals  of  schools  of  the  largest  number  of  rooms. 

The  figures  were  obtained  from  the  U.  S.  Bureau  of  Education  and  from  answers  to  question- 
naires sent  out  by  the  Salary  Committee  of  the  National  Education  Association. 


36 


The  National  Education  Association 


TABLE  24.     MINIMUM  AND  MAXIMUM  SALARIES  OF  PRINCIPALS  OF  ELEMEN- 
TARY SCHOOLS,  66  CITIES  WITH  POPULATION  UNDER  25,000,  1921-1922 


State  and  other  units 


Mini- 
mum 


United  States  (Median)  $1215    $1600        5 


Alabama 
Bessemer 

A  rizona 
Clifton 

A rkansas 

Helena . , 

Malvern 

Marianna 

California 

Alhambra 

Lodi 

Mill  Valley 

Salina 

Santa  Rosa 

Colorado 

Rocky  Ford 

Sterling 

Connecticut 

Farmington 

Westport 

Florida 

Orlando .  . 

Iowa 
Charles  City 

Indiana 

Huntington 

Illinois 

Canton 

Kansas 

Caney 

lola 

Larned 

Kentucky 
Dayton 

Louisiana 
Franklin 

Montana 
Bozeman , 

Minnesota 

Fairmont 

Fergus  Falls 

Missouri 

Marshall 

CarroUton 

Michigan 

Petoskey , 

River  Rouge 

Sturgis 

Massachusetts 

Andover , 

Manchester 


Maxi- 
mum 


Years 

to 
reach 


$1800 

1800 

1425 
1000 
1000 

2130 
1800 
1740 
1680 
2000 

1950 
1500 

1800 
900 

1200 

1296 

1710 

1012 

1200 
1155 
1260 

850 

1125 

1800 

1215 
1170 

1260 
1000 

1300 
1500 
1500 

1350 


$2400 


1500 
1000 

2200 
2100 
2400 
1920 
2000 

1950 
2000 

2500 
1550 

1500 

1296 

1710 

1300 

1350 
1265 
1260 

1400 

3000 

1920 

1395 
1350 

1620 
1000 

1550 


1750 

1600 
1600 


5 

4 

2 

5 
10 


State  and  other  units 


Mini- 
mum 


United  States  (Median)!  $1215    $1600 


Maxi- 
mum 


M  assachusetts —  Cont '  a 

Maynard 

Maine 

Houlton 

Saco 

North  Dakota 

Bismarck 

Valley  City 

North    Carolina 

Elizabeth  City 

New  York 

Depew 

Rye 

Scotia 

New  Jersey 

Glen  Ridge 

Hawthorne 

So.  Bruer 

Nebraska 

Beatrice 

Ohio 

Lisbon 

Sidney 

Wooster 

Oklahoma 

Clinton 

Frederick 

Hugo 

Pennsylvania 

Coraopolis 

Huntington 

South    Carolina 

Abbeville 

Texas 

Big  Springs 

Tennessee 

LaFoUette 

Morristown 

South  Dakota 

Madison 

Utah 

Tooele 

Richfield 

Washington 

Ellensburg 

West  Virginia 

Richwood 

Wisconsin 

Antigo 

Stoughton  

Burlington 


$1200 

1008 
975 

1500 
1200 

1200 

1000 
2800 
1100 

2600 
2000 
1200 

1400 

1350 
1000 
1500 

1270 
1215 
1600 


$1400 
1080 


1200 

1200 

990 

900 
1080 

1400 

1300 
1200 

1400 

1215 

1300 
1350 
1200 


1650 
1900 

1500 

1800 
4000 
2060 


1500 

900 
1200 


1800 
1800 

1800 

1350 

1500 

2100 


3000 
1500 

8 
5 

1725 

1350 
1600 
2000 

■■*6" 
6 

1575 
1575 
1800 

4 

1600 
1600 

'"i" 

1500 

Read  Table  24  as  follows:  The  median  minimum  salary  for  elementarj^-school  principals 
for  66  cities  under  25,000  in  population  is  $1215,  the  median  maximum  salary  $2500. 

The  minimum  given  for  each  city  is  that  for  principals  of  schools  of  the  smallest  number 
of  rooms,  whereas  the  maximum  is  for  principals  of  schools  of  the  largest  number  of  rooms. 
See  page  7  seq.  Bulletin  19  of  the  National  Education  Association  for  data  as  to  minimum 
and  maximum  salaries  of  principals  differentiated  according  to  number  of  rooms  supervised. 

The  figures  were  obtained  from  questionnaires  of  the  U.  S.  Bureau  of  Education.  Ques- 
tionnaires were  available  from  1254  cities  below  25,000  in  population.  From  these  the  blanks 
giving  the  most  complete  information  were  selected. 


Research  Bulletin 


37 


TABLE  25.     MINIMUM  AND  MAXIMUM 

SALARIES  OF  PRINCIPALS  OF  JUNIOR 

HIGH    SCHOOLS  20   CITIES    WITH 

POPULATION    OVER    100,000 

1921-1922 


State  and  other  units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 
max. 

United  States  (Median)  |  $3150 

$4000 1      6 

1                         2 

3      1      4 

California 

Los  Angeles 

Oakland 

Colorado 

Denver 

District  of  Columbia 

Washington 

Maryland 

Baltimore 

Massachusetts 

Springfield 

Michigan 

Detroit 

Minnesota 

Minneapolis 

Missouri 

Kansas  City 

St.  Louis 

New  Jersey 

Trenton 

Newark 

New    York 

Rochester 

Ohio 

Cincinnati 

Cleveland 

Columbus 

Youngstown 

Pennsylvania 

Philadelphia 

Pittsburgh 

Utah 
Salt  Lake  City 


3000 


3900 
3540 


4050 
4500 

4000 
4700 

5000 

4000 
4500 
3500 
3500 

5000 
5000 

3400 


12 


Read  Table  25  as  follows:  The  median 
minimum  salary  for  junior  high-school  prin- 
cipals for  20  cities  of  over  100,000  population 
is  $3150  and  the  median  maximum .  salary  is 
$4000.  Six  years  are  required  to  advance 
from  the  minimum  to  the  maximum  salary. 
Los  Angeles,  California,  with  a  minimum  of 
$3000  is  $150  below  the  median  minimum, 
and  with  a  maximum  of  $3900  is  $100  below 
the  median  maximum. 

The  minimum  given  for  each  city  is  that 
for  principals  for  schools  of  the  smallest 
number  of  rooms,  whereas  the  maximum  is 
for  principals  of  schools  of  the  largest  number 
of  rooms. 

The  figures  were  obtained  from  the  U.  S. 
Bureau  of  Education  and  from  answers 
to  questionnaires  sent  out  by  the  Salary 
Committee  of  the  National  Education  Asso- 
ciation. Data  are  included  for  all  cities 
reporting. 


TABLE  26.     MINIMUM  AND  MAXIMUM 

SALARIES  OF  PRINCIPALS  OF  JUNIOR 

HIGH  SCHOOLS,  30  CITIES  WITH 

POPULATION   OF  25,000  TO 

100,000,  1921-1922 


State  and  other  units 

Mini- 
mum 

Maxi- 
mum 

Years 

to 
reach 

United  States  (Median) 

$2250 

$2900 

9 

California 
Pasadena 

$3200 

$4000 

4200 
2300 

3600 
4500 
2200 

2400 

2000 
2000 

3100 

3000 

2400 

1500 
4700 
3500 
3800 

2750 

4 

Connecticut 
Waterbury 

Norwalk 

2000 
3000 

10 

Indiana 
E.  Chicago 

Gary 

8 

Terre  Haute .  .  . 

1700 
2250 
2000 

11 

Kansas 
Topeka 

Kentucky 
Lexington 

Newport 

Massachusetts 
Somerville 

Michigan 
Lansing 

3000 
2040 

Nebraska 
Lincoln 

New   Jersey 
Elizabeth 

Montclair 

4250 
2400 
2400 

2350 

2100 

1500 
1665 
2100 

3500 

1600 
3500 
3000 
3000 
1000 

2600 

2000 
2100 

New  Brunswick 

Passaic 

New  York 
Auburn 

8 

North   Carolina 
Asheville 

Ohio 
Hamilton 

2400 
2200 
2800 

9 

Marion 

Warren 

7 

Oklahoma 
Oklahoma 

Pennsylvania 
Bethlehem 

2200 

Easton 

Erie 

4000 
4000 
2200 

2600 

3500 
3000 

10 

Harrisburg 

Hazleton 

10 

8 

Texas 
El  Paso 

Wisconsin 
Racine 

10 

Superior.  . 

6 

Read  Table  26  as  follows:  The  median 
rninimum  salary  for  junior  high-school  prin- 
cipals for  30  cities  with  a  population  of 
25,000  to  100,000  is  $2250,  and  the  median 
maximum  salary  is  $2900. 

The  minimum  given  for  each  city  is  that  for 
principals  of  schools  of  the  smallest  number  of 
rooms,  whereas  the  maximum  is  for  principals 
of  schools  of  the  largest  number  of  rooms. 


3S 


The  National  Education  Association 


TABLE  27.     MINIMUM  AND    MAXIMUM   SALARIES   OF  PRINCIPALS   OF  JUNIOR 
HIGH  SCHOOLS,  47  CITIES  WITH  POPULATION  UNDER  25,000,  1921-1922 


State  and  other  units 


Mini- 
mum 


Maxi- 
mum 


Years 

to 
reach 
maxi- 
mum 


United  States  (Median) 


$1500 


$1800 


1 


Arizona 

Clifton 

Arkansas 

Helena 

Malvern 

Marianna 

California  . 

Santa  Rosa 

Colorado 

Rocky  Ford 

Sterling ^ 

Connecticut 

Farmington 

Westport 

Iowa 

Charles  City , 

Indiana 

Huntington 

Illinois 

Canton 

Idaho 

Wallace 

Kansas 

Caney 

Ida 

Larned 

Kentucky 

Dayton 

Maine 

Houlton 

Massachusetts 

Andover 

Manchester , 

Maynard , 

Minnesota 

Fairmont 

Fergus  Falls 

Missouri 
Carrollton 


$2400 

2200 
1100 
2075 

2100 

1950 
1500 

1800 
1000 

2196 

1890 


1500 


2650 
1800 

850 

1800 

1650 


1350 
1500 

1800 


1530 
1700 

2600 


$1600 
2075 

5 

2100 

1950 
2000 

...^.. 

2800 
1700 

'"s" 

2196 

1890 

1500 

1800 

2000 
2650 
1800 

1400 

5 

1800 

1650 
2000 
2250 

5 
10 


State  and  other  units 


Mini- 
mum 


Maxi- 
mum 


United  States  (Median) 


Michigan 

River  Rouge 

Montana 

Bozeman 

Kalispell 

North  Dakota 

Bismarck 

Valley  City 

North  Carolina 

Elizabeth  City 

New  York 

Depew 

Rye 

Scotia 

New  Jersey 

So.  Bruer 

Ohio 

Sidney 

Oklahoma 

Frederick 

Hugo , 

Pennsylvania 

Pottsville 

South  Carolina 

Abbeville , 

Texas 

Big  Springs 

Vernon 

Tennessee 

Morristown , 

South  Dakota 

Madison , 

Utah 

Tooele 

Richfield 

West  Virginia 

Elkins 

Wisconsin 
Stoughton , 


$1500 


$2000 


$1800 


2000 
1520 

2200 
2600 

1500 
1400 

1650 
2000 

2000 

2400 

1100 
2200 
1100 

1900 
3000 
2060 

1200 

1500 

1200 

1800 

1800 
1800 

1800 
2100 

1500 

1900 

1800 

1800 

1800 
1485 

2000 
1500 

1350 

1500 

1600 

1400 
1200 

1800 
1800 

1200 

1350 

2600 

Read  Table  27  as  follows:  The  median  minimum  salary  for  junior  high  school  principals 
for  47  cities  with  a  population  under  25,000  is  $1500;  the  median  maximum  salary  is  $1800. 
Five  years  are  required  to  advance  from  the  minimum,  to  the  maximum  salary. 

The  figures  were  obtained  from  questionnaires  of  the  U.  S.  Bureau  of  Education.  Question- 
naires were  available  from  1254  cities  below  25,000  in  population.  From  these  the  blanks 
giving  the  most  complete  information  were  selected.  They  represent  the  cities  maintaining 
the  highest  salary  schedules. 


Research  Bulletin 


39 


TABLE  28.    MINIMUM  AND  MAXIMUM 
SALARIES  OF  PRINCIPALS  OF  HIGH 
SCHOOLS  37  CITIES  WITH  POP- 
ULATION OVER  100,000 


TABLE    29.      SUPERINTENDENTS*    SAL- 
ARIES IN  TWENTY  CITIES,  1921-1922 


State  and  other  units 


United  States  (Median) 


Birmingham,  Ala.  .  . 
Los  Angeles,  Calif. .  . 

Oakland 

Denver,  Colo 

Washington,  D.  C. . 

Atlanta,  Ga 

Chicago,  /// 

Indianapolis,  Ind . .  . 
New  Orleans,  La.  . . 

Baltimore,  Md 

Boston,  Mass 

Lowell 

New  Bedford 

Springfield 

Worcester 

Detroit,  Mich 

Minneapolis,  Minn. 
Kansas  City,  Mo .  . 

St.  Louis 

Jersey  City,  N.  J. . 

Newark 

Paterson 

Trenton 

Albany,  N.  Y. 

New  York 

Rochester 

Syracuse 

Yonkers 

Cleveland,  Ohio... 

Columbus 

Youngstown 

Philadelphia,  Penn. 
Providence,  R.  I. .  . 
Nashville,  Tenn .  .  . 
Houston,  Texas.  .  . 
Milwaukee,  Wis .  . . 
Spokane,  Wash .... 


Mini- 
mum 


$3550 


$2600 
1700 
3240 
3900 
1440 


3700 


3000 
3800 
4140 


Maxi- 
mum 


$4725 


5000 
3800 
3526 
4200 
5000 
4200 
5000 


4500 
5000 
3400 
3350 
3500 
3200 
2750 


4000 
4200 
2000 
1100 
4520 
3550 


$5000 
4000 
4440 
5200 
2240 
2862 
5100 
3500 
4000 
4000 
4746 
4300 
4725 
4500 
4500 
5500 
5000 
4700 
5000 
7000 
5800 
5800 
5000 
5500 
6500 
5000 
4300 
4800 
5200 
3500 
4500 
5000 
5000 
2200 
1800 
5000 
4150 


Years 

to 
reach 


12 


12 


5 

4 

12 

5 


6 
10 


Read  Table  28  as  follows:  The  median 
minimum  salary  of  principals  of  high  schools 
for  37  cities  with  a  population  over  100,000  is 
$3550;  the  median  maximum  salary  is  $4725. 
Five  years  are  required  to  advance  from  the 
minimum  to  the  maximum  salary.  Birming- 
ham, Alabama,  with  a  minimum  of  $2600  is 
$950  below  the  median  minimum  for  cities  of 
its  population,  and  with  a  maximum  of  $5000 
is  $75  above  the  median  maximum.  It  re- 
quires seven  years  more  than  the  median  to 
reach  the  maximum  salary. 

The  figures  for  this  table  were  obtained 
from  a  number  of  sources;  salary  schedules 
sent  in  to  the  National  Education  Association, 
etc.  Most  of  the  figures  given  are  for  the 
year  1921-22,  but  some  are  for  1920-21. 


City 


Salary 


Chicago,  Illinois 

New  York  City,  New  York. 
Philadelphia,  Pennsylvania. 
Pittsburgh,  Pennsylvania.  . 
Jersey  City,  New  Jersey .  .  . 

Boston,  Massachusetts 

Buffalo,  New  York 

Cincinnati,  Ohio .  .  .' 

Cleveland,  Ohio 

Newark,  New  Jersey  ....... 

Oakland,  California 

Omaha,  Nebraska 

Seattle,  Washington 

Gary,  Indiana 

Tulsa,  Oklahoma 

Akron,  Ohio 

Detroit,  Michigan , 

Milwaukee,  Wisconsin 

Youngstown,  Ohio 

Denver,  Colorado 


Median 10,000 


$12,000 

12,000 

12,000 

12,000 

10,500 

10,000 

10,000 

*10,000 

10,000 

10,000 

10,000 

10,000 

10,000 

10,000 

9,600 

9,000 

9,000 

9,000 

9,000 

9,000 


TABLE  30.     ASSISTANT  SUPERINTEND- 
ENTS' SALARIES  IN  TWENTY  CITIES, 
1921-1922 


City 

Salary 

New  York  City,  New  York 

Chicago,  Illinois 

$8250 
8100 

Detroit,  Michigan 

7680 

Cleveland,  Ohio 

6500 

Baltimore,  Maryland 

6000 

Dallas,  Texas 

6000 

St.  Louis,  Missouri . .        .        

6000 

Boston,  Massachusetts 

Oakland,  California 

6000 
5500 

Rochester,  New  York         .... 

5500 

Newark,  New  Jersey .... 

5500 

Akron,  Ohio 

5500 

Tersev  Citv.  New  Tersev  . 

5400 

Seattle,  Washington 

Philadelphia,  Pennsylvania 

Birmingham,  Alabama 

5100 
5060 
5000 

Cincinnati,  Ohio 

5000 

Denver,  Colorado. ... 

5000 

Milwaukee,  Wisconsin.       .        .    . 

5000 

Pittsburgh,  Pennsylvania 

5000 

Median 

5500 

PROMOTE,  then,  as  an  object  of  pri- 
mary importance,  institutions  for  the 
general  diffusion  of  knowledge.  In  pro- 
portion as  the  structure  of  a  government 
gives  force  to  public  opinion,  it  is  essential 
that  public  opinion  should  be  enlightened. 
— Washington   in    his    Farewell   Address. 


40 


The  National  Education  Association 


TABLE  31.     SALARIES  OF  PRINCIPALS  OF  HIGH  SCHOOLS,  74  CITIES  WITH 
POPULATION  25,000  TO  100,000,  1920-1921 


State  and  city 


United  States  (Median) 


California 

Berkeley 

Long  Beach 

Pasadena 

Sacramento 

San  Jose. . . . ' 

Stockton 

Colorado 

Pueblo 

Connecticut 
New  Britain 

Georgia 
Augusta 

Indiana 

Evansville 

Fort  Wayne 

Terre  Haute 

Illinois 

Cicero 

Decatur 

Peoria 

Rockford 

Kansas 

Wichita 

Massachusetts 

Brockton 

Chelsea 

Everett 

Holyoke 

Lynn 

Maiden 

Medford 

Salem 

Somerville 

Michigan 

Bay  City 

Davenport 

Hamtramck 

Jackson 

Kalamazoo 

Lansing 

Saginaw 

Minnesota 
Duluth 

Missouri 

St,  Joseph 

New  Hampshire 
Manchester 


Actual  salary 


$3775 


$3920 
4200 
5000 
4200 
4000 
3800 

3750 

4300 

4000 

4500 
4000 
2600 

6000 
3500 
3100 
3500 

4500 

4000 
3300 
4400 
4100 
3200 
3600 
3400 
3500 
4100 

3650 
4500 
3000 
3000 
3255 
4000 
3300 

3825 

3600 

3500 


State  and  city 


United  States  (Median) 


New  Jersey 

Atlantic  City 

Bayonne 

East  Orange 

Elizabeth 

Hoboken 

Passaic 

Perth  Amboy 

New   York 

Binghamton 

Elmira 

Jamestown 

Mt.  Vernon 

Niagara  Falls 

Schenectady 

Troy 

North  Carolina 

Charlotte 

Ohio 

East  Cleveland 

Hamilton 

Springfield 

Oklahoma 

Oklahoma  City 

Pennsylvania 

Allentown ,  . 

Altoona 

Chester 

Harrisburg 

Johnstown 

Lancaster 

New  Castle 

Tennessee 

Knoxville 

Texas 

Beaumont 

El  Paso 

Virginia 

Lynchburg 

Newport  News 

Norfolk 

Portsmouth 

Richmond 

Roanoke 

West  Virginia 
Wheeling 

Wisconsin 

Kenosha .  . 

Racine 


Actual  salary 


$3775 


$4500 
5000 
4900 
4000 
5060 
4400 
3300 

4500 
3500 
3800 
4750 
3900 
4000 
4000 

2400 

4000 
4000 
3200 

5000 

3000 
3600 
3000 
4500 
3500 
2700 
3000 

3000 

3500 
3300 

2915 
3500 
4000 
3500 
3850 
2750 

3300 

3500 
4000 


Read  Table  31  as  follows:  The  median  salary  being  paid  high-school  principals  in  the  74 
cities  with  a  population  between  25,000  and  100,000  was  $3775  in  1920-21.  The  city  of 
Berkeley,  California,  paying  $3920,  was  $145  above  the  median. 

These  figures  are  for  the  year  1920-21  and  are  furnished  by  the  U.  S.  Bureau  of  Education. 
All  cities  for  which  data  were  available  are  included.  It  is  likely  that  1921-22  figures,  if 
available,  would  closely  approximate  these  figures. 


Research  Bulletin 


41 


TEACHERS'  SALARIES  AND  COST  OF  LIVING 

When  the  war  began  teachers  were  generally  underpaid.  'Approximately 
fifty  per  cent  were  receiving  salaries  of  less  than  $500.  Increases  granted  during 
the  war  period  were  insufficient  to  balance  the  rise  in  the  cost  of  living.  In  1918 
the  average  salary  had  but  seventy-one  per  cent  of  the  purchasing  power  of  the 
pre-war  salary.  Increases  granted  since  1918  have  served  merely  to  restore  the 
purchasing  power  of  teachers'  salaries.  Additional  increases  must  be  given  if 
there  is  to  be  any  "real"  increase  in  the  teachers'  salary  and  if  any  real  progress 
is  to  be  made  towards  paying  a  professional  wage.  These  facts  are  realized  by 
but  a  small  percentage  of  the  people  of  the  country.  It  is  the  duty  of  the  teach- 
ing profession  to  acquaint  the  coimtry  with  the  facts. ^  The  subsequent  tables 
contain  data  and  suggest  methods  that  should  be  useful  in  doing  this. 

'  See  Report  of  the  Salary  Committee,  1922  (Sub-committee  on  Salaries,  Tenure,  and  Pensions),  for  an  excellent 
statement  of  the  relationship  of  the  increases  that  have  been  granted  teachers  and  the  rise  of  the  cost  of  living. 


TABLE  32 

.     PURCHASING  POWER  OF  SALARIES 

Year 

Average 
salary  of 
teachers 
of  U.  S.i 

Index 
of 
average 

salary 

Index 

of 
cost  of 
living^ 

Purchasing 

power  of 

salary  or 

"real  wage" 

Teachers 

salary 

in  a  large 

city 

Index 

of 

average 

salary 

Index 

of 
cost  of 
living 

Purchasing 
power  of 
salary  or 

"real  wage" 

1 

2 

3 

4 

5 

6 

7 

8 

9 

1913.  . 

515* 

100 

100 

100 

1143 

100 

100 

100 

1914. . 

525* 

102 

103 

99 

1160 

101 

103 

99 

1915.  . 

543 

105 

105 

100 

1167 

102 

105 

97 

1916.  . 

563 

109 

118 

92 

1204 

105 

118 

89 

1917.  . 

599* 

116 

142 

82 

1257 

110 

142 

77 

1918.  . 

635 

123 

174 

71 

1327 

116 

174 

67 

1919. . 

736* 

143 

199 

72 

1483 

130 

199 

65 

1920.. 

837 

163 

200 

81.5 

1703 

149 

200 

74.5 

1921.  . 

987* 

192 

174 

110 

1809 

158 

174 

91 

1922.  . 

1017* 

197 

173 

114 

1848 

162 

173 

94 

1  These  figures  are  from  U.  S.  Bureau  of  Education  Reports.    Those  marked  with  an  asterisk  are  estimated. 

*See  U.  S.  Bureau  of  Labor  Statistics,  Statement  1479,  p.  2,  issued  May  4,  1922.  The  average  cost  of 
living  for  1913  is  the  base,  the  figure  for  each  succeeding  year  is  for  the  month  of  December,  except  1922, 
which  is  an  average  of  the  months  of  Sept.  and  Dec,  1921,  and  March,  1922. 


Table  32  is  explained  as  follows:  The  average  salary  of  teachers  in  the  United  States  for 
each  year  beginning  with  1913  is  given  in  column  2.  Column  3  gives,  with  the  average  salary 
of  1913  as  a  base,  figures  representing  the  relative  increase  in  the  average  salary  each  year. 
If  the  average  salary  of  1913,  $515,  is  represented  by  100,  the  average  salary  of  1914,  $525,  is 
represented  by  the  figure  102,  and  so  on.  Figures  in  column  3,  therefore,  represent  the  per- 
centage increase  of  the  average  salary  for  each  year  with  1913  as  a  base.  Column  4  similarly 
gives  index  numbers  representing  the  percentage  increase  in  the  cost  of  living.  These  figures 
show  that  to  purchase  a  certain  amount  of  a  commodity  in  1913,  $100  was  required,  to  pur- 
chase the  same  amount  of  this  commodity  in  1914,  $103  was  required,  and  so  on. 

The  numbers  in  column  5  are  obtained  by  dividing  the  figures  in  column  3  by  those  in  col- 
umn 4.  The  meaning  of  each  one  of  the  numbers  in  column  5  can  be  made  plain  by  explaining 
the  significance  of  one  in  detail.  Let  us  consider  "  71 ",  found  in  column  5  after  the  year  1918. 
This  means  that  the  average  salary  received  in  1918,  $635,  had  but  71  per  cent  of  the  purchas- 
ing power  of  the  average  salary  received  in  1913,  $515.  That  this  statement  is  true  may  be 
proved  as  follows:  The  figures  of  column  4  show  that  the  cost  of  living  between  1913  and  1918 
increased  74  per  cent.  Therefore,  the  average  salary  between  1913  and  1918  should  have  in- 
creased 74  per  cent,  or  from  $515  to  $896.  Such  an  increase  in  salary  would  have  been  just 
suflficient  to  meet  the  increased  cost  of  living.  Actually,  however,  the  average  salary  of  1918 
was  $635  instead  of  $896.  The  former  is  but  71  per  cent  of  the  latter,  or,  in  other  words,  the 
average  salary  of  1918  was  but  71  per  cent  of  what  it  should  have  been  to  give  it  the  same 
purchasing  power  as  the  average  S9,lary  of  19  J 3.  The  other  figures  of  cplumn  5  should  be 
siniilarly  interprete4, 


42 


The  National  Education  Association 


Cost  of  LlrlBg  

Avsrags  Salary  of  T»aoh«r»  — - 
Purchasing  Power  of  Salary  — 


V 

—  —  —  - 

/ 

y 

/ 

./ 

\ 

.^•' 

^'--'-- 

". 

/ 

^"""^v.^^ 

/ 

■ 

^ 

Chart  5. — Purchasing  Power  of  Teacher's  Salary,  1913  to  1922 

Chart  5  shows  how  such  data  may  be  represented  graphically.  The  curve  representing  the 
percentage  increase  in  the  average  salary  of  teachers  is  based  upon  the  figures  of  column  3, 
of  table  32.  The  curve  representing  the  changes  in  the  cost  of  living  is  based  upon  the  figures 
of  column  4.  The  third  curve,  representing  the  relative  purchasing  power  of  the  average 
salary  paid  teachers  in  the  United  States,  is  based  upon  the  figures  of  column  5. 

This  chart  shows  that  the  rise  in  the  cost  of  living  during  the  war  period  was  much  more 
rapid  than  was  the  increase  in  the  average  salary  paid  the  teachers  of  the  coimtry.  Conse- 
quently, the  purchasing  power  of  the  teachers'  salary  dropped  rapidly  and  remained  at  a  level 
considerably  below  that  of  1913  until  1920  when,  due  to  two  factors,  a  drop  in  the  cost  of 
living  and  further  increases  in  salary,  it  began  to  rise.  In  1921  the  purchasing  power  of  the 
teachers'  salary  was  slightly  greater  than  in  1913.     The  same  is  true  in  1922. 

This  method  may  be  used  in  studying  whether  the  increases  in  salary  granted  in  a  particular 
city,  or  local  community,  have  been  sufficient  to  offset  the  increased  cost  of  living.  This  is 
done  in  the  second  half  of  Table  32.  The  figures  in  columns  6  to  9  correspond  with  those  in 
columns  2  to  5,  except  that  they  concern  the  average  salary  paid  teachers  in  a  single  city 
rather  than  in  the  country  as  a  whole.  Column  6  gives  the  average  salary  paid  in  the  city 
concerned  beginning  with  1913.  The  figures  of  column  7  give  the  percentage  increase  for 
each  year  with  the  average  salary  of  1913  as  a  base.  The  numbers  representing  the  increase 
in  the  cost  of  living  in  column  8  are  the  same  as  those  in  column  4.  The  figures  given  in  column 
9  are  calculated  in  the  same  manner  and  have  the  same  meaning  as  those  in  column  5.  They 
show  that  the  purchasing  power  of  the  teachers'  wage  in  this  particular  city  is  still  but  94 
per  cent  of  what  it  was  in  1913.  Additional  increases  in  salary  are  justified  in  this  city  solely 
on  the  basis  of  giving  the  teachers'  salary  a  purchasing  power  equal  to  that  of  1913. 


THE  MOST  important  reform  that  is  needed  in  connection  with  State  taxation  is  the 
abolition  of  the  discredited  general  property  tax  as  a  source  of  State  revenue.  .  . 
Experience  has  demonstrated  conclusively  the  impossibiHty  of  assessing  such  property 
fairly  in  complex  industrial  communities.  Under  these  circumstances  to  continue  the 
attempt  to  tax  personal  property  is  to  bring  the  whole  system  of  taxation  into  dis- 
repute.— U.  R.  Seager,  Professor  of  Political  Economy  in  Columbia  University,  in  his 
Principles  of  Economics,  1913,  p.  521. 


Research  Bulletin 


43 


Purchasing  Power  of  Wages  in  General- 
Purohavirtg  Power  of  Teachere  Salary - 


IM 


100 


.-— y 

uo 

--^•"^' 

^- 

.-^' 

/ 

100 

\ 

.^ 

7 

90 

\ 

\ 

/ 

80 

\ 

_ 

' 

70 

1915 


1921 


Chart  6. — Purchasing  Power  of  Wages  Compared  With  Purchasing  Power  of 

Teacher's  Salary 

Chart  6  shows  the  comparative  changes  that  have  taken  place  in  the  purchasing  power  of 
the  teachers'  salary  and  of  wages  in  general  since  1914.  The  data  upon  which  this  chart  is 
based  were  obtained  as  follows :  The  figures  found  in  Table  32  giving  the  average  salary  paid 
the  teachers  in  the  United  States,  are  used  as  a  basis  for  the  curve  representing  the  purchasing 
power  of  teachers'  salaries.  The  methods  used  in  calculating  the  purchasing  power  of  teachers' 
salaries  is  similar  to  that  employed  in  Table  32,  except  that  the  average  salary  of  1914  is  used 
as  a  base  rather  than  that  of  1913.  The  changes  in  the  purchasing  power  of  wages  in  general 
are  based  upon  the  average  weekly  earnings  of  factory  employees  for  New  York  State.  These 
figures  have  been  compared  with  the  earnings  in  other  states  and  with  the  figures  for  earnings 
collected  by  the  Btueau  of  Labor  Statistics,  and  are  considered  to  be  "the  best  indication  of 
the  course  of  wages  which  is  available."^  The  cxu-ve  representing  the  changes  in  the  purchasing 
power  of  wages  in  general  was  determined  by  the  same  method  used  in  calculating  the  pur- 
chasing power  of  teachers'  salaries. 

Considering  the  data  presented  in  Table  32  and  the  indications  of  Chart  6  the  following 
conclusions  are  justifiable  concerning  teachers'  salaries. 

1.  Teachers'  salaries  throughout  the  war  had  less  purchasing  power  than  they  did  at  the 
beginning  of  the  war,  whereas  wages  in  general  had  greater  purchasing  power  than  they  did 
at  the  beginning  of  the  war. 

2.  Teachers'  salary  increases  lagged  far  behind  the  rise  in  the  cost  of  living  and  have  only 
just  recently  returned  to  their  pre-war  purchasing  value. 

3.  There  is  as  yet  an  insufficient  decline  in  the  cost  of  living  to  justify  any  reduction  in 
teachers'  salaries  on  this  basis. 

4.  Additional  increases  in  salaries  of  teachers  must  be  granted  if  there  is  to  be  any  sub- 
stantial increase  in  the  purchasing  power  of  the  teachers'  wage  and  if  there  is  to  be  any  com- 
pensation to  teachers  for  their  cheerful  acceptance  throughout  the  war  of  a  salary  greatly 
depreciated  in  purchasing  power. 

^  They  were  made  available  to  the  National  Education  Association  through  the  kindness  of  Mr.  Ralph  G. 
Hurlin,  Director  of  the  Department  of  Statistics  of  the  Russell  Sage  Foundation.  They  are  later  to  appear  in 
a  publication  with  other  wage  and  price  data. 


44 


The  National  Education  Association 


TABLE  33.     AVERAGE  SALARIES  OF  HIGH-SCHOOL  TEACHERS  IN  1917-1918  AND 

IN  1920-1921  AND  PER  CENT  OF  INCREASE  IN  CITIES  WITH 

POPULATION  OVER  100,000 


States 


United  States 


Alabama 

California 

Colorado 

Connecticut 

District  of  Columbia 


Georgia, . . 

Illinois 

Indiana . . . 
Kentucky . 
Louisiana . 


Maryland 

Massachusetts . 

Michigan 

Minnesota.  .  .  . 
Missouri 


Nebraska.  . 
New  Jersey. 
New  York . . 

Ohio 

Oregon.  .  .  . 


Pennsylvania . 
Rhode  Island . 

Virginia 

Washington.  . 
Wisconsin . .  .  . 


Average 

Average 

Per  cent 

salary 

salary 

1917-18 

1920-21 

2 

3 

4 

$1723^ 

$24841 

44.2 

$1014 

$1586 

56.4 

1551 

2330 

50.2 

1410 

2019 

43.2 

1287 

1950 

51.5 

1693 

2165 

27.9 

1229 

1743 

41.8 

2052 

2552 

19.8 

1272 

2527 

98.7 

1203 

1931 

60.5 

1096 

2228 

103.3 

1232 

2136 

73.4 

1717 

2343 

36.6 

1596 

2251 

41.0 

1483 

2034 

37.2 

1687 

2463 

46.0 

1337 

1970 

47.3 

1924 

2681 

39.3 

2055 

3181 

54.8 

1633 

2377 

45.6 

1488 

1920 

29.5 

1729 

2400 

38.8 

1478 

2085 

51.3 

1069 

1639 

53.3 

1507 

2191 

45.4 

1531 

2231 

46.3 

*  Median  of  State  averages. 

Read  Table  33  as  follows:  The  median  salary  being  received  by  high  school  teachers  of  the 
United  States  in  1917-18  was  $1723,  in  1920-21,  $2484.  This  represents  an  increase  of  44.2 
per  cent.     Similar  data  are  given  for  the  various  States  of  the  Union. 

It  is  probable  that  most  of  the  increases  in  salaries  received  by  high-school  teachers  since 
the  war  began  came  between  the  three  years,  1917-18,  and  1920-21.  The  increase  in  the  cost 
of  living  since  the  beginning  of  the  war  has  been  considerably  greater  than  44  per  cent.  It 
seems  probable,  therefore,  that  the  purchasing  power  of  the  high-school  teacher's  salary  is 
less  than  at  the  beginning  of  the  war,  and  that  further  increases  are  justified  wholly  on  the 
basis  of  giving  the  salaries  of  high-school  teachers  a  purchasing  power  equal  to  that  possessed 
before  the  war. 

The  figures  for  each  particular  State  are  not  in  all  cases  based  upon  reports  from  the  same 
cities  for  both  years.  They  should,  therefore,  be  considered  as  approximate  rather  than  exact 
statements  of  the  changes  in  the  several  States. 

Data  from  which  this  table  was  derived  were  furnished  by  the  U.  S.  Bureau  of  Education. 


Research  Bulletin 


45 


TABLE  34.     COMPARISON  OF  MINIMUM  SALARIES   OF  ELEMENTARY  SCHOOL 
TEACHERS  IN  28  CITIES  OF  100,000  POPULATION  AND  OVER.  1912-13  and  1921-22 


City 


Grand  Rapids,  Mich 
Youngstown,  Ohio . . 

Louisville,  Ky 

Springfield,  Mass 

Cincinnati.  Ohio .  . , . 


St.  Paul,  Minn. . . 
Fall  River,  Mass. 

Newark,  N.  J 

Trenton,  N.  J.... 
Reading,  Pa 


Nashville,  Tenn. . 
New  York,  N.  Y. 

Scranton,  Pa 

Boston,  Mass. .  .  . 
Dayton,  Ohio 


Denver,  Colo 

Minneapolis,  Minn. 
Philadelphia,  Pa..., 

Seattle,  Wash 

Spokane,  Wash 


Washington,  D.  C.  . 

Worcester,  Mass 

Cambridge,  Mass 

Salt  Lake  City,  Utah , 
Chicago,  111 


Oakland,  Calif 

San  Francisco,  Calif. 
Milwaukee.  Wis 


Median , 


Increase  in  cost  of  living,  1913  to  1922. 


Minimum  in 
1912-13 


$350 
400 
400 
450 
450 

450 
460 
580 
440 
400 

380 
720 
495 
600 
500 

600 
600 
600 
750 
600 

600 
500 
510 
480 
650 

900 
840 
876 


$505 


Minimum  in 
1921-22 


$1200 
1250 
1200 
1300 
1200 

1200 
1220 
1500 
1100 
1000 

800 
1500 
1000 
1200 
1000 

1200 
1200 
1200 
1500 
1200 

1200 
1000 
1008 
900 
1200 

1500 
1400 
1200 


$1200 


Per  cent  of 
increase 


243 
212 
200 
189 
167 

167 
165 
160 
150 
150 

110 

108 
102 
100 
100 

100 
100 
100 
100 
100 

100 

100 

97 

87 
85 

67 
67 

37 


100 


73 


Read  Table  34  as  follows:  Beginning  in  the  upper  left  corner.  Grand  Rapids  in  1912-13 
had  a  minimum  of  $350  which  was  $155  below  the  median  minimum  of  $505  (see  next  to  last 
Hne  of  table)  paid  in  similar-sized  cities.  Between  1913  and  1922,  Grand  Rapids  advanced 
its  minimum  to  $1200.  Although  this  represented  an  increase  of  243  per  cent  the  present 
minimum  of  $1200  only  just  equals  the  median  minimum  (see  next  to  last  line  of  table)  of 
similarly  sized  cities.  Grand  Rapids  is  now  in  a  position  to  compete  with  other  cities  on 
equal  terms  as  far  as  its  minimum  salary  is  concerned.  It  was  not  in  such  a  position  in  1913, 
Since  the  cost  of  living  increased  73  per  cent  in  the  same  period  there  has  been  a  real  or  "  buying- 
power  "  increase  as  well  as  a  "dollar  "  increase  in  the  minimum  salary  paid  in  this  city,  Cities 
of  this  size  generally  have  advanced  their  minima,  so  that  there  has  been  a  100  per  cent  median 
increase  which  means  a  buying-power  increase  when  compared  with  the  73  per  cent  increase 
in  the  cost  of  living  over  the  same  period.  For  three  of  the  28  cities,  however,  Oakland,  San 
Francisco  and  Milwaukee,  although  there  have  been  "dollar"  increases  in  their  minima  during 
this  period,  there  has  been  a  loss  in  the  "buying "  power  of  their  minimum  salaries.  They  are, 
therefore,  in  a  less  advantageous  position  in  1922  than  they  were  in  1913  in  competing  with 
other  cities  in  the  employment  of  beginning  teachers. 

The  salary  data  in  this  table  were  furnished  by  the  U.  S.  Bureau  of  Education. 


46 


The  National  Education  Association 


TABLE  35.     COMPARISON  OF  MAXIMUM  SALARIES  OF  ELEMENTARY  TEACHERS 
IN  27  CITIES  WITH  POPULATION  OVER  100,000,  1913  and  1922 


Cities 


Scranton,  Pa. . .  . 
Milwaukee  Wis, 
Reading,  Pa. .  .  , 

Chicago,  111 

Dayton,  Ohio . . . 


Spokane,  Wash 

Fall  River,  Mass. .  . 
Cambridge,  Mass. . , 
Minneapolis,  Minn, 
Seattle.  Wash 


Youngstown,  Ohio. 

Newark,  N.J 

Denver,  Colo 

Trenton,  N.J 

St.  Paul.  Minn. . . . 


Salt  Lake  City,  Utah. 

Oakland,  Calif 

Worcester,  Mass 

Louisville,  Ky 

Nashville,  Tenn 


Cincinnati,  Ohio .  .  .  . 

Boston,  Mass 

New  York,  N.  Y. .  .  . 
San  ^rancisco,  Calif. 
Springfield,  Mass. . . . 


Washington,  D.  C. 
Philadelphia,  Pa 


Maximum 

salary  paid 

1912-13 


$745 
900 
700 

1225 
700 

1000 

700 

804 

1000 

1050 

900 

1300 

1150 

990 

950 

1020 
1200 
1000 
1000 
1010 

1600 
1476 
2400 
1500 
1500 

1350 
1795 


Maximum 

salary  paid 

1921-22 


$2000 
2400 
1800 
3000 
1600 

2150 
1500 
1716 
2000 
2100 

1750 
2500 
2140 
1800 
1650 

1750 
2040 
1600 
1550 
1500 

2200 
2000 
3250 
2000 
1900 

1600 
2000 


Per  cent 
increase 


168 
167 
157 
145 
129 

115 
114 
113 
100 
100 

94 
92 
86 
82 

74 

72 
70 
60 
55 
49 

38 
36 
35 
33 

27 

19 
11 


Median , 


$1050 


$2000 


82 


Increase  in  cost  of  living,  1913  to  1922. 


73 


Read  Table  35  as  follows:  Beginning  at  the  upper  left  corner,  Scranton  in  1912-13  had  a 
maximum  of  $745  which  was  $305  below  the  median  minimum  of  $1050  (see  next  to  last  line 
of  table)  paid  in  similar-sized  cities.  Between  1913  and  1922  Scranton  advanced  its  maximum 
to  $2000.  Although  this  represents  an  increase  of  168  per  cent,  the  present  maximum  of 
$2000  only  just  equals  the  median  maximum  (see  next  to  last  line  of  table)  of  similar-sized 
cities.  Scranton  is  now  in  a  position  to  compete  with  other  cities  on  equal  terms  so  far  as  its 
maximum  salary  is  concerned.  It  was  not  in  1913.  Since  the  cost  of  living  increased  73  per 
cent  in  the  same  period,  there  has  been  a  real  or  "buying-power  "  increase  as  well  as  a  "dollar" 
increase  in  the  maximum  salary  paid  in  this  city.  Cities  of  this  size  generally  have  advanced 
their  maxima  so  that  there  has  been  a  median  increase  of  82  per  cent,  which  means  a  buying 
power  increase  when  compared  with  the  73  per  cent  increase  in  the  cost  of  living  over  the  same 
period.  For  12  of  the  cities,  however,  although  there  have  been  "dollar"  increases  in  their 
maxima  during  this  period,  there  has  been  a  loss  in  the  "buying"  power  of  their  maximum 
salaries.  They  are,  therefore,  in  a  less  advantageous  position  in  1922  than  they  were  in  1913 
in  competing  with  other  cities  in  the  employment  of  teachers. 

The  salary  data  in  this  table  were  furnished  by  the  U.  S.  Bureau  of  Education. 


RESEARCH  Bulletin 


47 


Read  Table  36  as  follows:  Milwaukee  in  1912-13  had  a  median  salary  of  $876,  which 
was  $51  above  the  median  salary  being  paid  in  similar-sized  cities  as  given  at  the  foot  of  the 
table.  The  median  salary  paid  in  1921-22,  $2294,  represents  an  increase  of  162  per  cent  over 
1913. 

Most  cities  included  in  this  table  have  granted  salary  increases  that  give  their  elementary 
teachers  a  greater  purchasing  power  in  1922  than  they  had  in  1913.  The  increases  granted  by 
six  of  the  cities,  however,  have  been  swallowed  by  the  rising  cost  of  living,  and  their  1922  salaries 
have  less  purchasing  power  than  they  had  in  1913. 

The  figures  for  this  table  were  obtained  from  the  U.  S.  Bureau  of  Education. 


TABLE  36.     COMPARISON  OF  MEDIAN  SALARIES   OF  ELEMENTARY  TEACHERS 
IN  36  CITIES  WITH  POPULATION  OVER  100,000,  1913  and  1922 


Cities 


Milwaukee,  Wis. , . 
New  York  City,  N. 
New  Orleans  La. .  . 

Newark,  N.J 

Dayton,  Ohio 

Cleveland,  Ohio . . . 
Philadelphia,  Pa. . . 
Fall  River,  Mass. .  , 

Scranton,  Pa 

Worcester,  Mass. . . 
Paterson,  N.  J. .  .  . 

Louisville,  Ky 

Providence,  R.  I.. . 


Washington,  D.  C 

Cambridge,  Mass 

Atlanta,  Ga 

Cincinnati,  Ohio 

Denver,  Colo 

Richmond,  Va 

Grand  Rapids,  Mich 

St.  Paul,  Minn 

St.  Louis,  Mo 

Salt  Lake  City,  Utah f. 

Minneapolis,  Minn 

Oakland,  Calif 

San  Francisco,  Calif 

Chicago,  111 

Seattle,  Wash 


Median 

salary  paid 

1912-13 


$876 

1140 

650 

930 

700 

800 

900 

700 

660 

750 

750 

650 

800 

750 

750 

613 

1000 

960 

595 

800 

900 

1032 

830 

1000 

1200 

1164 

1175 

1050 


Median 

salary  paid 

1921-22 


$2294 
2808 
1580 
2110 
1585 
1796 
2000 
1524 
1436 
1620 
1580 
1348 
1650 
1546 
1540 
1254 
1988 
1872 
1187 
1498 
1607 
1840 
1400 
1684 
2020 
1920 
1912 
1703 


Per  cent 
increase 


162 

146 

143 

127 

126 

124 

122 

118 

117 

116 

111 

107 

106 

106 

105 

104 

99 

95 

91 

81 

78 

78 

69 

68 

68 

65 

63 

62 


Median 


$815 


$1563 


Increase  in  cost  of  living,  1913-1922 , 


105 


73 


Read  Table  37  as  follows:  Chicago  in  1913  paid  the  superintendent  an  annual  salary  of 
$10,000,  and  in  1922  paid  an  annual  salary  of  $12,000.  This  represents  a  20  per  cent  increase 
between  1913  and  1922.  During  the  same  period  there  was  a  73  per  cent  increase 
in  the  cost  of  living.  Therefore  the  purchasing  power  of  the  superintendent's  salary  of  this 
city  has  been  considerably  decreased. 

Referring  to  the  summaries  at  the  foot  of  the  table,  it  will  be  noted  that  the  median  per- 
centage of  increase  in  salaries  for  superintendents  between  1913  and  1922  was  41  per  cent  as 
compared  with  a  73  per  cent  increase  in  the  cost  of  living.  This  means  that  the  purchasing 
power  of  the  salaries  of  superintendents  was  generally  less  in  1922  than  in  1913. 

The  salaries  paid  superintendents  in  a  few  cities  have  been  increased  more  than  20  per  cent, 
however.  In  five  cities  the  percentage  increase  has  been  100  per  cent,  or  over.  In  these 
cities,  however,  it  will  be  noted  that  the  superintendents  in  1913  were  all  receiving  salaries  of 
$4000  or  less,  which  was  below  the  median  for  that  year.  The  high  percentage  of  increase, 
therefore,  merely  indicates  that  the  salaries  of  those  superintendents  have  been  increased  so 
that  they  more  nearly  approximate  those  being  paid  in  similar-sized  cities. 

The  figures  for  this  table  were  obtained  from  the  U.  S.  Bureau  of  Education  and  from 
other  reliable  sources. 


48 


The  National  Education  Association 


TABLE  37.     COMPARISON   OF   SALARIES   OF   CITY  SCHOOL  SUPERINTENDENTS 
IN  56  CITIES  WITH  POPULATION  EXCEEDING  100,000,  1913  AND  1922 


City 


Chicago 

New  York 

Philadelphia 

Pittsburgh 

Jersey  City 

Oakland 

Boston 

Omaha 

Newark,  N.  J 

Buffalo 

Cleveland 

Seattle 

Detroit 

Youngstown 

Milwaukee 

Akron 

Los  Angeles 

Denver 

Indianapolis 

Baltimore 

Minneapolis 

St.  Louis 

Rochester 

Birmingham 

Des  Moines 

Columbus 

Trenton 

Richmond 

Toledo 

Dayton 

Washington,  D.  C. . 

Bridgeport 

Wilmington,  Del. .  . 

Cambridge 

Worcester 

Paterson 

Albany 

Syracuse 

Providence 

Houston 

San  Antonio 

Salt  Lake  City 

Spokane 

Springfield,  Mass. .  . 

Grand  Rapids 

New  Bedford 

New  Haven,  Conn. 

Atlanta,  Ga 

Kansas  City,  Kans. 

Lowell,  Mass 

Norfolk 

Louisville,  Ky 

St.  Paul 

Nashville 

Reading,  Pa 

San  Francisco 


Salary  in 
1913 


$10000 
10000 
9000 
9000 
6500 
4000 
lOOOO 
5400 
7000 
7500 
6000 
7500 
8000 
4000 
6000 
4000 
6000 
6000 
5500 
5000 
5500 
8000 
5000 
5000 
4000 
4000 
3600 
4000 
5000 
5000 
6000 
4100 
3000 
5000 
4250 
3600 
3000 
4000 
5000 
4000 
3600 
4800 
4500 
5000 
4000 
4000 
4500 
3600 
3500 
3300 
3250 
5000 
5000 
3600 
4000 
4000 


Salary  in 
1922 


$12000 
12000 
12000 
12000 
10500 
10000 
10000 
10000 
10000 
10000 
10000 
10000 
9000 
9000 
9000 
9000 
8000 
9000 
8000 
8000 
8000 
8000 
8000 
7500 
7500 
7500 
7000 
6500 
6240 
6120 
6000 
6000 
6000 
6000 
6000 
6000 
6000 
6000 
6000 
6000 
6000 
6000 
5800 
5800 
5500 
5500 
5000 
5000 
5000 
5000 
5000 
5000 
5000 
4800 
4700 
4000 


Per  cent  of 
increase 


20 
20 
33 
33 
61 

150 
0 
85 
42 
33 
66 
33 
12 

125 
50 

125 
33 
50 
45 
60 
45 
0 
60 
50 
87 
87 
94 
62 
24 
22 
0 
46 

100 
20 
41 
66 

100 
50 
20 
50 
66 
25 
28 
16 
37 
37 
11 
38 
42 
51 
53 
0 
0 
33 
17 
0 


Median . 


$5000 


$6370 


41 


Per  cent  increase  in  cost  of  living,  1913-22 


73 


Research  Bulletin 


49 


Table  38.  Percentage  of  Increase^  in  Cost  of 
Living  by  Cities  and  Sections,  December, 
1914,  to  December.  1921. 

New  York 78 

Buffalo 77 

Philadelphia 74 

Boston 70 

Portland,  Me 69 

Average,  North  Atlantic 74 

Norfolk 79 

Baltimore 73 

Savannah 66 

Washington 63 

Average,  South  Atlantic 70 

Detroit 82 

Cleveland 76 

Chicago 72 

Average,  North  Central 77 

Houston 74 

Mobile 64 

Average,  South  Central 69 

Los  Angeles 76 

Seattle 71 

San  Francisco  and  Oakland 64 

Portland,  Oregon 58 

Average,  Western 67 

Average,  All  Cities 71 

Table  38  shows  the  increase  in  the  cost  of 
living  in  a  number  of  cities  in  various  sections 
of  the  country.  The  greatest  increase  is  77 
per  cent  in  the  North  Central  section.  The 
smallest  increase  is  67  per  cent  in  the  Western 
section,  and  the  average  increase  for  the 
country  is  given  as  71  per  cent,  from  Decem- 
ber, 1914,  to  December,  1922.  The  figure  for 
December,  1921,  may  be  accepted  as  repre- 
sentative for  the  school  year  1921-22.  The 
figures  for  the  cost  of  living  in  the  early  part 
of  the  school  year,  1921-22,  would  be  higher 
than  the  ones  given  and  for  the  latter  part  of 
the  school  year  would  be  somewhat  lower. 

The  figures  given  are  the  official  ones  issued 
by  the  U.  S.  Department  of  Labor  in  state- 
ments 1458  and  1479,  dated  April  21,  1922, 
and  May  4,  1922,  respectively. 

There  has  been  a  definite  halt,  however,  in 
the  decrease  in  the  cost  of  living  since  De- 
cember, 1921.  "All  the  price  indices  show 
Uttle  change  of  late  and  some  indicate  a  slight 
rise.  ...  On  April  15  (1922)  Hving  costs 
were  practically  identical  with  those  of  the 
month  before,  thus  bringing  to  at  least  a 
temporary  halt  a  decline  which  had  been 
going  on  for  nearly  two  years." — Quoted  from 
Literary  Digest,  June  10,  1922,  page  10. 


Table  39.     Recent  Changes  in  Cost  of  Living 
by  Cities. 


Per  cent  of  decrease 
from — 

City 

June,  1920 

to 
VTarch.  1922 

Dec,  1921 

to 
March,  1922 

Boston.    . 

23.5 
23.3 
21.2 
22.6 

22.7 

5  3 

Buffalo 

3.9 

Philadelphia 

Portland,  Me 

Average,  North 
Atlantic 

3.5 
5.0 

4.4 

Baltimore 

Norfolk 

21.7 
22.9 
25.1 
22.1 

22.9 

3.1 
4  4 

Savannah 

Washington 

Average,  South 
Atlantic 

5.6 

4.2 

Chicago 

23.1 
23.3 
26.0 

24.1 

4  2 

Cleveland 

Detroit 

5.8 
4  3 

Average,  North 
Central 

4.8 

Houston 

21.2 
24.7 

23 

3  7 

Mobile 

4  8 

Average,  South 
Central 

4.3 

Los  Angeles 

Portland,  Oregon... 
San  Francisco  and 

Oakland 

Seattle 

14.5 
24.0 

19.6 
20.5 
19.7 

2.3 
3.8 

3.7 
2  4 

Average,  Western. 

3.1 

Average,  U.  S 

22.9 

4.2 

Table  39  gives  figures  for  the  decrease  in 
the  cost  of  living  in  a  number  of  cities  in 
various  sections  of  our  country.  The  great- 
est decrease  between  June,  1920,  and  March, 
1922,  is  24.1  per  cent  in  the  North  Central 
section.  The  smallest  decrease  since  June, 
1920,  is  19.7  per  cent  in  the  Western  section. 
From  December,  1921,  to  March,  1922,  the 
largest  per  cent  of  decrease  was  4.8  per  cent 
in  the  North  Central  section  and  the  smallest 
percentage  of  decrease  was  3.1  per  cent  in  the 
Western  section. 

This  table  shows  that  the  decrease  in  the 
cost  of  living  since  1920,  the  peak  year,  has 
been  but  a  small  percentage  of  the  increase 
that  took  place  during  the  war  period.  (See 
Table  46.)  Figures  collected  since  March, 
1922,  indicate  that  the  decrease  in  the  cost 
of  living  has  halted  at  least  for  the  present, 
since  on  April  15,  1922,  living  costs  were 
practically  identical  with  the  ones  for  the 
month  before.  Some  figures,  in  fact,  indicate 
a  slight  rise  since  March,  1922. — Literary  Di- 
gest, June  10,  1922,  p.  10. 


50  The  National  Education  Association 

RECENT  TENDENCIES  IN  SALARY  SCHEDULES 

There  have  been  radical  changes  in  the  salary  schedules  of  practically  all  cities  during  the 
last  few  years.     These  changes  were  made  for  three  reasons: 

1.  To  give  a  fairer  return  for  a  professional  service  of  great  national  importance. 

2.  To  meet  increases  in  the  cost  of  living. 

3.  To  attract  newcomers  to  a  badly  depleted  profession. 

A  basis  for  salary  schedules_  was  contained  in  the  Salary  Survey  of  the  National  Education 
Association  published  early  in  1920.^  The  N.  E.  A.  recommendations  were  based  upon  pro- 
fessional training  without  reference  to  merit.  This  carried  a  differential  for  all  grades  of 
academic  training  through  the  degree  of  Doctor  of  Philosophy. 

The  new  salary  schedules  established  within  recent  years  may  be  roughly  grouped  in  two 
classes. 

1.  The  automatic  type  based  upon,  (a)  Length  of  Service;  (b)  Grade  Taught. 

2.  The  single  schedule  type  based  upon  (a)  Professional  Training;  (b)  Length  of  Service. 
A  good  example  of  the  first  group  is  the  New  York  schedule.     This  schedule  is  built  upon 

automatic  annual  increases  covering  a  period  of  10  to  12  years.  It  is  difficult  to  recognize 
merit  except  that  a  few  of  such  cases  may  be  promoted  to  higher  positions,  generally  of  an 
administrative  nature. 

The  schedules  based  upon  professional  training  fall  into  two  groups  represented  by  (1) 
the  Cleveland  type  and  (2)  the  Denver  type.  Table  43  gives  a  partial  Hst  of  the  cities  that 
have  recently  adopted  the  schedules  involving  at  least  some  of  the  principles  of  the  single 
salary  schedule. 

The  Cleveland  schedule  was  built  early  in  1919-20  and  presents  the  essential  features  of  a 
schedule  based  upon  professional  training  but  still  maintains  the  gradations  of  the  old  type. 
The  principal  features  are : 

1.  An  automatic  schedule  based  upon  minimum  requirements,  allowing  certain  regular 
annual  increases  for  experience. 

2.  Additional  allowances  beyond  the  regular  schedule  for  further  professional  training. 

3.  Automatic  allowances  or  steps  within  each  advanced  group. 

The  Denver  schedule  was  built  during  the  latter  part  of  1920  and  had  the  advantage  of  the 
experience  of  other  cities.  This  is  distinctly  a  single  salary  schedule,  all  teachers  with  equiva- 
lent training  and  experience  are  paid  the  same  salary,  whether  they  teach  in  elementary,  inter- 
mediate or  high  school.  The  requirements  provide  for  five  degrees  of  standards  of  training 
ranging  from  normal  training  to  holders  of  a  master's  degree,  with  provision  for  teachers  now 
employed  who  have  less  than  standard  requirements. 

A  schedule  recently  suggested  for  the  Detroit  schools  attempts  to  give  a  proper  considera- 
tion for  both  professional  training  and  merit.     This  schedule  is  based  upon  three  factors: 

1.  Professional  preparation. 

2.  Successful  experience. 

3.  Rewards  for  meritorious  service. 

The  type  of  school  in  which  this  teaching  service  is  rendered  does  not  affect  the  salary. 
On  the  basis  of  professional  training  all  teachers,  supervisors  and  administrative  heads  are 
divided  into  five  classes  as  follows : 

Class  1. — Successful  completion  of  a  two-years  course  in  a  recognized  normal  school. 

Class  2. — Successful  completion  of  a  three-years  course  in  a  recognized  normal  school  or  its 
equivalent. 

Class  3. — Successful  completion  of  a  four-years  university  course,  including  30  hours  of 
education,  with  a  standard  bachelor's  degree. 

Class  4. — Successful  completion  of  five-years  university  course,  including  50  hours  of  educa- 
tion, with  a  standard  master's  degree. 

Class  5. — Successful  completion  of  seven-years  university  course,  including  60  hours  of 
education,  with  a  standard  doctor's  degree. 

An  automatic  annual  advance  is  provided  for  within  each  of  these  classes  upon  the  basis 
of  length  of  experience.     The  maximum  being  reached  at  the  end  of  the  eighth  year. 

After  reaching  the  maximum  in  either  of  the  first  four  classes,  it  is  possible  to  advance  fur- 
ther by  additional  preparation  and  study,  or  by  rendering  exceptional  service.  Additional 
advances  granted  upon  these  bases  terminate  at  the  end  of  three  years  unless  the  same  quality 
of  merit  still  exists.  (The  above  is  a  revised  and  rearranged  extract  from  Moehlman,  Arthur 
B.,  Survey  of  Salary  Conditions  in  Cities,  1921-22,  Survey  Committee  of  the  Board  of  Educa- 
tion of  the  City  of  Detroit,  November,  1921.) 


*  Evenden,  E.  S.,  "Teachers  Salaries  and  Salary  Schedules,   1918-19";  Commission  on  Emergency  in  Edu- 
cation, National  Education  Association,  1919. 


Research  Bulletin 


51 


TABLE  40.     PARTIAL  LIST  OF  CITIES  IN  WHICH  SOME  FORM  OF  SINGLE-SALARY 
SCHEDULE  HAS  BEEN  ADOPTED 


States — Cities 
Alabama 

Birmingham 
Arkansas : 

Fort  Smith 
Colorado : 

Denver 

Pueblo 
Illinois: 

Chicago 

Park  Ridge 

Streator 
Iowa: 

Des  Moines 

Sioux  City 
Kansas : 

Fort  Scott. 

Lawrence 
Michigan : 

Adrian 

Grand  Rapids 
Minnesota : 

Duluth 

Virginia 

St.  Cloud 

Rochester 
Personal  Income-Tax  Returns  Filed  for  the 
Calendar  Year  Ended  December  31, 1919» 
Distributed  by  Income  Classes. 


Income  classes 


$1,000  to  $2,000 

2,000  to  3,000 

3,000  to  4,000 

4,000  to  5,000 

5,000  to  6,000 

6,000  to  7,000 

7,000  to  8,000 

8,000  to  9,000 

9,000  to  10,000 

10,000  to  11,000.... 
11,000  to  12,000.... 
12,000  to  13,000.  .  .  . 
13,000  to  14,000. .  .  . 
14,000  to  15,000. .  .  . 
15,000  to  20,000.  .  . . 
20,000  to  25,000..  .  . 

25,000  to  30,000 

30,000  to  40,000. .  .  . 
40,000  to  50,000. .  .  . 
50,000  to  60,000. .  .  . 
60,000  to  70,000. .  .  . 
70,000  to  80,000. .  . . 

80,000  to  90,000 

90,000  to  100,000. .  . 
100,000  to  150,000.  . 
150,000  to  200,000.  . 
200,000  to  250,000. . 
250,000  to  300,000. . 
300,000  to  400,000. . 
400,000  to  500,000. . 
500,000  to  750,000. . 
750,000  to  1,000,000 


Number 
of  returns 


,924,872 

,569,741 

742,334 

438,154 

167,005 

109,674 

73,719 

50,486 

37,967, 

28,499 

22,841 

18,423 

15,248 

12,841 

42,028 

22,605 

13,769 

15,410 

8,298 

5,213 

3,196 

2,237 

1,561 

1,113 

2,983 

1,092 

522 

250 

285 

140 

129 

60 


States — Cities 
Missouri : 

St.  Joseph 

Kansas  City 
Nebraska : 

Hastings 

Lincoln 

Omaha 
North  Carolina: 

Raleigh 

Washington 
Ohio: 

Cleveland 

Cleveland  Heights 

Oberlin 
Oklahoma : 

Muskogee 
Pennsylvania : 

Harrisburg 
Virginia : 

Roanoke 
Washington : 

Spokane 
Wisconsin : 

Green  Bay 

Income  Tax  Returns — Cont. 


Income  Classes 

Number  . 
of  returns 

1,000,000  to  1,500,000 

1,500,000  to  2,000,000 

2,000,000  to  3,000,000 

3,000,000  to  4,000,000 

4,000,000  to  5,000,000 

5,000,000  and  over 

34 

13 

7 

6 

5 

Total            

5,332,760 

Reproduced  from  "Statistics  of  Income" 
issued  by  Treasury  Department  of  the  United 
States,  1922,  insert  p.  1. 


Corporations  Taxes  Calendar  Year  Ended 

1919 

Number  of  Corpora- 

tions Reporting .  . 

192,037 

Invested  Capital..   $66,130,351,148  | 

Net  Income 

$9,305,769,954 

Per  Cent  of  Net  In- 

come on   Invested 

Capital 

14.07 

Federal          Income 

Taxes  Paid 

$2,162,260,244 

Per  Cent  Income  on 

Invested      Capital 

after        deducting 

taxes 

10.8 

Reproduced    from 

"Statistics    of 

Income". 

52 


The  National  Education  Association 


TABLE  41.     INCREASE,  MAINTENANCE  OR  DECREASE  IN  SALARY  SCHEDULES, 
CITIES  UNDER  100,000,  1921-1922 


116  Cities  with  population 
25,000  to  100,000 

488  Cities  with  population     • 
under  25,000 

Per  cent  of 
Teaching 

force 
affected 

Number 
of  cities 
reporting 
percentage 
increased 

Number 

of  cities 

reporting 

percentage 

maintained 

Number 
of  cities 
reporting 
percentage 
decreased 

Number 
of  cities 
reporting 
percentage 
increased 

Number 

of  cities 

reporting 

percentage 

maintained 

Number 
of  cities 
reporting 
percentage 
decreased 

1              1            2 

3 

4           1           5 

6 

7 

100 

23 
5 
4 
5 
4 
5 
4 
4 
9 

10 
2 

41 

34 
8 

5 
7 
5 
2 
3 
1 

48 
30 
25 
32 
20 
33 
16 
19 
41 
42 
24 
158 

137 

41 

33     • 

27 

23 

36 

20 

11 

45 

32 

20 
163 

2 

90  to  99 

3 

80  to  89 

70  to  79 

1 

60  to  69 

50  to  59 

40  to  49 .  . 

1 

2 
2 

30  to  39 

1 

20  to  29 

13 

10  to  19 

Ito  10 

0 

3 

4 

44 

3 

2 

110 

21 

23 

420 

Total 

116 

116 

116 

488 

488 

488 

Read  Table  41  as  follows:  A  questionnaire  sent  out  by  the  National  Education  Associa- 
tion in  April,  1922,  asked  superintendents  to  "Estimate  the  per  cent  of  teaching  positions  in 
your  city  in  which  salaries  will  be  increased  next  year — ;  maintained  next  year — ;  decreased 
next  year — ." 

Replies  were  received  from  116  cities  from  25,000  to  100,000  in  population  scattered  through- 
out the  country.  Twenty-three  of  these  cities  reported  that  100  per  cent  of  their  teachers 
would  receive  increases  in  salaries  in  1922-23;  and  five  cities  reported  that  from  90  to  99  per 
cent  of  their  teachers  would  receive  increases.  Thirty-four  cities  of  the  116  reported  that  100 
per  cent  of  their  salaries  would  be  maintained  next  year;  and  eight  cities  reported  that  from 
90  to  99  per  cent  of  their  teachers  would  receive  the  same  salary  next  year.  One  city  reported 
that  50  per  cent  of  its  teachers  would  have  salaries  decreased;  three  reported  that  from  10  to 
19  per  cent  of  their  teachers  would  have  their  salaries  decreased. 

Similar  data  are  given  in  columns  5,  6,  and  7  for  488  cities  under  25,000  in  population. 

From  the  table  the  following  conclusions  may  be  drawn  as  to  the  salary  outlook  for  1922-23 
in  cities  between  25,000  and  100,000  in  population: 

1.  Forty-six  of  the  116  cities  will  increase  from  50  to  100  per  cent  of  the  salaries  of  their 
teachers  next  year.  This  increase  results  either  from  the  maintenance  of  a  salary  schedule 
that  provides  for  automatic  increases  or  from  an  actual  raising  of  the  whole  schedule. 

2.  Sixty-one  of  the  116  cities  report  that  from  50  to  100  per  cent  of  their  teachers  will  receive 
the  same  salary  next  year. 

3.  Only  six  of  the  116  cities  reported  that  any  of  their  teachers  would  be  decreased.  Five 
of  these  six  were  to  decrease  the  salaries  of  less  than  20  per  cent  of  their  teachers. 

Similarly  for  the  cities  under  25,000  in  population: 

1.  188  of  488  cities  report  that  from  50  to  100  per  cent  of  their  teachers  will  receive  increases. 

2.  317  of  the  488  cities  report  that  from  50  to  100  per  cent  of  their  teachers'  salaries  will 
be  maintained. 

3.  Only  68  of  the  488  report  that  any  of  their  teachers  will  be  decreased  and  most  of  these 
report  a  small  percentage  to  be  decreased.  (These  decreases  may  not  represent  a  lowering 
of  schedules,  but  a  replacement  of  experienced  teachers  with  inexperienced  teachers.) 


Research  Bulletin 


53 


TABLE  42.     CITIES   OPERATING  WITH  AND  WITHOUT  FIXED    SALARY    SCHED- 
ULES,   1921-22 


49  cities  of 

over  100,000 

population 

113  cities  of 

population 

25,000  to  100,000 

547  cities  of 

population 

under  25,000 

Number  of 
cities 

Per  cent 

Number  of 
cities 

Per  cent 

Number  of 
cities 

Per  cent 

1 

2 

3 

4 

5 

6 

7 

Having  salary  schedules .... 

49 

100 

105 

93 

372 

68 

Operating     without    salary 
schedules 

0 

0 

8 

7 

175 

32 

Read  Table  42  as  follows:  49,  or  100  per  cent,  of  the  cities  over  100,000  in  population  have 
a  fixed  or  automatic  salary  schedule.     Read  similarly  for  smaller  cities. 

TABLE   43.     SALARY    SCHEDULES   IN   1922-1923   AS    COMPARED    WITH   1921-1922 


1      45   Cities  with 
Size  of  City                          population 
over   100,000 

130  Cities  with 

population 

25,000  to    100.000 

548  Cities  with 

population 

under  25,000 

Number 
of  cities 

Per  cent 

Number 
of  cities 

Per  cent 

Number 
of  cities 

Per  cent 

1 

2 

3 

4 

5 

6 

7 

Cities   maintaining   present 
schedule 

43 
21 

96 
4 

121 
92 

93 

7 

504 
442 

92 

Cities  adopting  new  schedule 
— ^higher  or  lower 

8 

1  Both  these  cities  are  granting  increases. 
'See  table  42  for  changes  being  made  in  schedules  for  cities  of  this  size. 

Table  43  shows  that  43  cities,  or  96  per  cent  of  the  cities  with  a  population  of  over  100,000 
answered  "Yes"  to  the  question,  "Do  you  expect  to  maintain  your  present  salary  schedule 
next  year?"  and  2  cities,  or  4  per  cent,  answered  "  No  "  on  questionnaires  sent  out  by  the 
National  Education  Association. 

Similarly  for  the  130  cities,  25,000  to  100,000  in  population,  121,  or  93  per  cent,  will  mair- 
tain  their  present  schedule,  while  9,  or  7  per  cent,  will  adopt  schedules  either  higher  or  lower. 


IN  THE  FIRST  place  let  us  recognize  that  in  all  parts  of  this  country  public  education 
is  very,  very  far  from  being  that  which  we  should  all  like  to  see  it,  that  in  parts  of  the 
country  it  is  almost  unbelievably  bad,  that  vocational  education  has  scarcely  begun  to 
be  recognized,  that  the  amount  of  illiteracy  and  of  near-illiteracy  is  alarmingly  great, 
that  attention  to  physical  education  throughout  the  country  is  almost  negligible,  that 
our  large  foreign  population  constitutes  a  serious  problem  for  eduaction  and  for  society, 
that  most  country  children  do  not  have  anything  Hke  a  fair  opportunity  for  education, 
that  in  many  sections  of  the  country  short  school  terms  made  effective  education  all 
but  impossible,  that  a  large  part  of  our  teachers  lack  proper  education,  training,  and 
experience — let  us  recognize  all  these  and  many  other  defects  of  education  too  numerous 
to  catalog.  They  are  conditions  which  cry  aloud  for  reform  in  the  appealing  voices  of 
children  deprived  of  their  rights  as  American  citizens.  They  are  undoubted  and  un- 
dubitable  facts  which  cannot  be  ignored. — Alexander  J.  Inglis,  Professor  of  Education, 
Harvard  University,  Cambridge,  Massachusetts. 


54 


The  National  Education  Association 


DATA  ON  PROFESSIONAL  STATUS  OF  TEACHERS 

In  the  subsequent  tables  are  given  data  that  throw  Hght  upon  the  professional 
status  of  the  teachers  of  our  cities.  The  progress  in  the  cities  has  been  much 
greater  than  in  the  rural  districts.  Even  in  our  cities  much  still  remains  to  be 
done  in  making  teaching  a  real  profession. 


TABLE  44. 

AVERAGE  PUPIL  ENROLMENT  PER  ROOM 

1921-1922 

Cities  with 

population 

over  100.000 

Cities  with  population 
25,000  to  100,000 

Cities  with  population 
under  25,000 

Number 
of  pupils 
per  room 

Grade 
schools 

Senior 
high 

Grade 
schools 

Junior 
high 

Senior 
high 

Grade 
schools 

Junior 
high 

Senior 
high 

(Median) 

38 

25 

35 

30 

27 

36 

34 

25 

Over  50 

5 

6 

3 

2 

6 

4 

26 

12 

8 

24 

6 

78 

7 

41 

25 

34 

116 

20 

24 

31 

7 

46 

5 

7 

2 

4 

4 

5 
4 
1 

50 

1 

2 

49 

48 

47 

1 

46 

2 
3 
5 

45 

4 

2 

3 

44 

2 

43 

1 
3 
1 

7 
1 
4 
1 
4 
7 
4 

........ 

2 
7 
2 

20 
5 

12 
5 
6 

26 
9 
7 
7 
3 

12 
1 

42 

2 
1 

36 
4 

10 
2 
8 

53 
4 
7 

20 
3 

51 
4 
8 
5 
5 

22 
2 
2 
1 
1 
6 

1 

41 

40 
39 

6 

3 
1 

7 
1 

•2 
5 
2 

10 
2 
6 
3 
2 
4 

3 

8 

38 

1 

37 

1 

36 
35 
34 
33 

1 

7 
2 
3 
2 
2 

15 
4 
9 
5 
6 

27 
2 
2 
7 
1 
5 
1 

6 

22 
1 
4 

32 
31 

1 

8 
3 

30 
29 

4 

1 

78 
12 

28 

30 

27 

1 

22 

26 

1 
1 

20 

25 
24 

3 

111 
23 

23 

1 
1 

17 

22 

1 

28 

21 

7 

20 

1 

1 

39 

Under  20 

1 

12 

Total 
number.of 
of  cities. . . 

43 

8 

129 

58 

105 

554 

277 

461 

Table  44  shows  that  the  median  average  pupil  enrolment  per  room  in  1921-22,  was  38 
pupils  per  room  in  grade  schools  and  25  pupils  per  room  in  high  schools  in  cities  over  100,000  in 
population. 

Similarly  in  cities  with  a  population  from  25,000  to  100,000  the  median  enrolment  is  35  per 
room  for  grade  schools,  30  per  room  for  junior  high  schools,  and  27  per  room  for  senior  high 
schools;  and  for  cities  under  25,000  in  population  the  median  is  36  per  room  for  grade  schools, 
34  per  room  for  junior  high  schools,  and  25  per  room  for  senior  high  schools. 

One  city  of  the  43  over  100,000  in  population  reports  an  average  enrolment  in  grade  schools 
of  fifty  pupils,  four  cities  an  average  enrolment  of  forty-five  pupils,  etc. 

The  figures  for  this  table  were  taken  from  questionnaires  sent  out  by  the  Salary  Committee 
of  the  National  Education  Association. 


Research  Bulletin 


55 


TABLE  45.     LENGTH  OF  SCHOOL  TERM,  1921-22 


Number  of  days 

50  cities  with 

population 

over  100,000 

102  cities  with 

population 

25,000  to  100,000 

474  cities  with 

population 

under  25,000 

1 

2 

3 

4 

5 

6 

7 

Number 

of 

cities 

Per  cent 

Number 

of 

cities 

Per  cent 

Number 

of 

cities 

Per  cent 

190-200 

43 

7 

86 
14 

56 

46 

9 

1 

50 
41.1 
8. 
.9 

69 

330 

70 

4 

1 

14.6 

180-9 

69.6 

170-9 

14.8 

160-9 

8 

150-9 

1. 

Median  group 

190-200 

190-200 

180-189 

Read  Table  45  as  follows:  In  answer  to  the  question  "How  many  days  are  your  schools 
in  session  this  year?"  on  questionnaire  sent  out  by  the  Salary  Committee  of  the  National 
Education  Association,  43  cities,  or  86  per  cent,  of  those  of  over  100,000  population  reported  a 
session  of  from  190  to  200  days.     Read  the  table  similarly  for  cities  smaller  in  population. 


Table  46  shows  changes  in  the  cost  of 
living  since  1913.  The  peak  was  reached  in 
1920  when  the  cost  of  living  had  increased 
116  per  cent  over  that  of  1913.  The  last 
figures  available,  those  for  March,  1922,  show 
it  still  to  be  67  per  cent  above  the  pre-war 
figure.  Figures  collected  since  March,  1922, 
indicate  that  the  decrease  in  the  cost  of  living 
has  halted  at  least  for  the  present,  since  on 
April  15,  1922,  living  costs  were  practically 
identical  with  the  ones  for  the  month  before. 
Some  figures,  in  fact,  indicate  a  slight  rise 
since  March,  1922.1 

These  figures  are  those  issued  by  the  U.  S. 
Department  of  Labor,  Bureau  of  Statistics, 
Statement  1479,  dated  May  4,  1922,  p.  2. 

1  Literary  Digest,  June  10,  1922,  p.  10. 


TABLE  46.  COST  OF  LIVING-1913  =100 

Year 

Index 

Average  for  1913 

100 

December,  1914 

103 

December,  1915 

105 

December,  1916 

118 

December,  1917 

142 

December,  1918 

174 

December,  1919 

199 

June,  1920 

216 

December,  1920 

May,  1921 

200 
180 

September,  1921 

177 

December,  1921 

174 

March,  1922 

166 

TEACHING  is  a  calling  which 
demands  continual  growth  on 
the  part  of  those  engaged  in  it. 
The  advance  of  our  schools  is  so 
rapid  that  teachers  who  do  not  con- 
tinue to  increase  their  capacity  for 
service  in  time  cease  to  be  of  large 
usefulness  to  a  system. — Ellwood  P. 
Cuhherley. 

The  United  States  Bureau  of 
Education  estimates  that  one-third 
of  all  teachers  in  the  country 
attended  summer  school  last  year. 
The  enrolment  in  all  summer  schools 
showed  an  increase  of  32  per  cent 
over  1920,  and  of  50  per  cent  over 
1917.  One  of  the  largest  publishing 
firms  reports  that  teachers'  books 
are  now  among  the  best  sellers. 

Ohio,  Michigan,  and  Pennsyl- 
vania have  enacted  laws  that  within 
the  course  of  five  or  six  years  will 
make  it  necessary  for  all  communi- 
ties to  employ  only  those  teachers 
having  from  one  to  two  years  of 
training  beyond  the  high  school. 
Largely  increased  salary  schedules 
have  been  adopted  to  make  this 
program  possible. — Burr  F.  Jones, 
Supervisor  of  Elementary  Education, 
Massachusetts. 


56 


The  National  Education  Association 


TABLE  47. 


AMOUNT  OF  TEACHING  EXPERIENCE  PREREQUISITE  TO  ELECTION 
AS  TEACHER  IN  CITY  SCHOOLS,  1921-22 


Grade  of  school  and  experience 

48  cities  with 

population  over 

100,000 

108  cities  with 

population  25,000 

to  100,000 

521  cities  with 

population 

under  25,000 

required 

Number 
of  cities 

Per 

cent 

Number 
of  cities 

Per 
cent 

Number 
of  cities 

Per 
cent 

1 

2 

3 

4 

5 

6 

7 

8 

No  experience  prereq- 
uisite   

27 

56.1 

66 

61 

311 

60 

Grade 

iixperience    prerequi- 
site   

*21 

43.9 

*42 

39 

210 

40 

Schools 

Years  of 

experience 

required 

1  year 

2  years .  .  . 

3  years .  .  . 

4  years .  . . 

5  years .  . . 

7 
9 
2 
1 

37 

47 

11 

5 

19 

19 

1 

0 

49 

49 

3 

114 

90 

3 

1 

2 

55 

42.3 

1.4 

.4 

9 

No  experience  prereq- 
uisite   

44 

52 

165 

53 

Experience    prerequi- 
site  

41 

48 

147 

47 

Junior 

High 

Years 

of 

experience 

required 

1  year. .  . . 

14 

22 

1 

0 

38 

59 

3 

57 
79 
6 
3 
1 
1 

38.7 

Schools 

2  years .  .  . 

53.7 

3  years .  .  . 

4.1 

4  years .  .  . 

2.1 

6  years .  . . 

.7 

8  years .  . . 

.7 

Senior 

High 

Schools 


No     experience     pre- 
requisite   r  . 


Experience    prerequi- 
site   


Years  of 

experience 

required 


1  year . , 

2  years , 

3  years , 

4  years . 

5  years , 


12 


^35 


23 
0 
1 
0 


26 


74 


25 

72 


44 


^64 


25 

33 

0 

1 

0 


41 


59 


42 
56 


320 


185 


77 

98 

7 

2 

1 


63 


37 


41.6 

53 
4 
1 
.4 


'  A  few  cities  answering  "Yes"  did  not  state  number  of  years. 


Read  Table  47  as  follows :  A  questionnaire  sent  out  by  the  Salary  Committee  of  the  National 
Education  Association  asked  the  following  questions:  "Is  teaching  experience  prerequisite  to 
election  in  your  schools?  How  many  years'  experience  is  prerequisite  for  election  to:  Grade 
schools?    Junior  High  Schools?     Senior  High  Schools?" 

Twenty-seven,  or  56.1  per  cent,  of  the  48  cities  over  100,000  population  answered  that  no 
experience  beyond  the  eighth  grade  was  prerequisite,  and  twenty-one,  or  43.9  per  cent,  an- 
swered that  some  experience  was  prerequisite.  Of  the  latter,  seven  cities,  or  37  per  cent,  require 
one  year  of  teaching  experience,  nine  cities,  or  47  per  cent,  require  two  years,  two  cities,  or 
1 1  per  cent,  require  three  years,  and  one  city,  or  5  per  cent,  require  four  years  of  teaching 
experience.     Read  the  table  similarly  for  the  other  types  of  schools  and  groups  of  cities. 


Research  Bulletin 


5/ 


TABLE  48.     AMOUNT  OF  ACADEMIC  AND  PROFESSIONAL  TRAINING  ABOVE  THE 
EIGHTH  GRADE  PREREQUISITE  TO  ELECTION  AS  TEACHER 


Grade  of  school 

45  cities  with 

population  over 

100,000 

133  cities  with        540  cities  with 
population  25,000  population  under 
to  100,000                  25.000 

and  training  requirea 

Number 
of  cities 

Per 
cent 

Number 
of  cities 

Per 

cent 

Number 
of  cities 

Per 
cent 

1 

2 

3 

4 

5 

6 

7 

8 

No  training  prerequi- 
site   

1 

2 

16 

3 

Training  prerequisite . 

44 

98 

133 

lOO 

524 

97 

Years  of 
training 
required 

1  year. .  .  . 

13 

97 

6 

69 

3 

58 

272 

1 
5 

2.4 

Grade 

2  years .  .  . 

3  years .  .  . 

5 

11.4 

23 
1 
5 

17.3 

.7 
3.7 

18.5 
1.1 

4  years .  .  . 
4>^  years. 

5  years .  .  . 

1 

2.3 

13.0 
.5 

11 
92 

8.3 
69.3 

11.6 

6  years .  . . 

7  years .  . . 

8  years .  .  . 

37 
1 

84 
2.3 

51.9 
.1 

1 

.7 

.9 

Junior 

High 

Schools 


No  training  prerequi- 
site 


Training  prerequisite 

1   -vpar 


Years  of 
training 
required 


1  year. 

2  years . 

3  years , 

4  years , 

5  years , 

6  years , 

7  years , 

8  years . 


VI 


7 
3 
4 
1 

33 
7 

16 


TOO 


9.9 

4.2 
5.6 
1.4 

46.5 
9.9 

22.5 


v529 


1 
50 
11 
23 
15 
162 
20 
47 


.3 


99.7 


15 
3 
7 
4 

49 
6 

14 


Senior 

High 

Schools 


No  training  prerequi- 
site 


Training  prerequisite 


Years  of 
training 
required 


1  year. 

2  years .  . , 

3  years .  . , 

4  years .  . . 

5  years .  .  . 

6  years .  . 

7  years .  . 

8  years .  . 
8^  years, 

9  years .  . 

10  years. 


1 
43 


100 


8.4 


2 
89^6 


13 


22 


6 

3 

80 


100 


19.5 


5.3 

2.6 

70.8 


518 


1 

4 

1 

93 

10 

21 

10 

365 

1 

9 

3 


lOG 


.2 

.7 

.2 

17.9 

1.9 

4.1 

1.9 

70.5 

.2 

1.8 


Note:  In  cities  under  100,000  for  grade  schools  three  additional  cities  reported,  training 
required  14  year,  18  weeks  and  6}4  years. 

Read  Table  48  as  follows:  A  questionnaire  sent  out  by  the  Salary  Committee  of  the  National 
Education  Association  asked  the  following  questions:  "Is  academic  and  professional  training 
beyond  the  eighth  grade  prerequisite  to  election  in  your  schools?"  "How  many  years  of 
academic  and  professional  training  beyond  the  eighth  grade  are  prerequisite  to  election  in  your 
graded  schools?     Junior  High  schools?     Senior  High  schools?" 

One  city,  or  2  per  cent,  of  the  45  cities  with  a  population  of  over  100,000  answered  that  no 
training  beyond  the  eighth  grade  was  prerequisite,  44  cities,  or  98  per  cent,  answered  that  some 
training  was  prerequisite,  Of  the  latter,  5  cities,  or  11.4  per  cent,  require  two  years' training, 
one  city,  or  2.3  per  cent, requires  four  years,  thirty-seven  cities,  or  84  per  cent,  require  six  years, 
and  one  city,  or  2.3  per  cent,  requires  seven  years'  training.  Read  the  table  similarly,  for  the 
other  types  of  schools  and  groups  of  cities. 


58 


The  National  Education  Association 


TABLE  49.    LEAVE  OF  ABSENCE  FOR  PROFESSIONAL  STUDY  WITH  SALARY 


Number  of  cities  reporting  and 
population 

48  cities  of 

population 

over  100,000 

133  cities  of 

population 

25.000  to  100,000 

560  cities  of 

population 

under  25,000 

Number 
of  cities 

Per 
cent 

Number 
of  cities 

Per 

cent 

Number 
of  cities 

Per 
cent 

1 

2 

3 

4 

5 

6        1        7 

No  leave  allowed  with  salary 

Leave  allowed  with  salarv 

43 
5 

89.6 
10.4 

126 

7 

95 

5 

542 
18 

96.8 
3  2 

Read  Table  49  as  follows:  In  answer  to  the  question:  "Are  teachers  allowed  leave  of  absence 
with  salary  to  study  for  professional  advancement?"  forty-three,  or  89.6  per  cent,  of  the  cities 
over  100,000  population  replying,  answered  "No,"  and  five,  or  10.4  per  cent,  answered  "Yes.' 
Similar  data  are  given  for  the  other  classes  of  cities.  ' 

There  is  great  variation  in  the  salary  allowance  given  by  those  cities  granting  leave  for 
study.  Some  allow  as  much  as  half  salary  for  a  full  year,  some  give  a  small  bonus  for  study 
that  little  more  than  covers  the  expenses  of  tuition.  The  period  for  service  before  one  can 
qualify  for  leave  varies  considerably.  Those  cities  granting  a  substantial  percentage  of  the 
regular  salary  during  the  year's  leave  of  absence  require  all  the  way  from  seven  to  ten  years' 
service  before  a  teacher  is  entitled  to  leave  with  salary. 

Data  for  the  table  were  obtained  from  questionnaires  sent  out  by  the  Salary  Committee 
of  the  National  Education  Association. 


TEACHERS  in  many  places  have  allowed  themselves  to  become  estranged  from  the 
public  and  from  school  patrons.  Then  when  they  are  forced  to  realize  that  they 
can  no  longer  meet  their  educational,  social,  and  hygienic  responsibilities  upon  the 
salaries  received,  they  realize  that  this  estrangement  from  the  public  is  an  obstacle  to 
the  recognition  of  their  claims.  They  now  face  the  task  of  justifying  their  claims  by 
justifying  their  work  and  its  results,  as  well  as  re-establishing  the  cordial  relationships 
which  make  for  mutual  understanding  and  cooperation. 

•  In  order  to  do  this  it  is  necessary  for  teachers  to  know  their  own  work,  know  its 
importance  to  social  welfare,  and  consciously  strive  to  interest  the  people  of  the  com- 
munity in  their  school  and  its  problems,  and  interest  them  in  such  a  way  that  they  will 
insist  upon  having  the  best  for  their  children  and  be  willing  to  support  the  schools  in 
such  a  way  that  this  best  may  be  secured. — E.  S.  Evenden,  Columbia  University,  Teachers' 
Salaries  and  Salary  Schedules,  Commission  Series  No.  6,  p.  152. 


Read  Table  50  as  follows:  200  days'  sick  leave  on  half  salary  is  allowed  by  one  city  as  shown 
in  column  3 ;  a  maximum  of  200  days  on  one-third  salary  is  allowed  by  another  city.  Read 
the  table  similarly  for  the  48  cities  over  100,000  population  represented  in  column  3.  One  city 
listed  in  column  4  allows  40  days  per  year  sick  leave  on  full  salary;  3  cities  in  this  column  allow 
30  days'  sick  leave  a  year  on  full  salary,  etc. 

The  summary  at  the  foot  of  the  table  shows  that  it  is  the  general  practice  among  cities  to 
grant  sick  leave  with  salary.  Eighty-nine  per  cent  of  all  cities  over  25,000  reporting  make 
such  allowance,  and  72  per  cent  of  the  cities  under  25,000  make  such  an  allowance.  Ten  days 
on  full  salary  is  the  median  allowance  made  by  cities  over  25,000  population,  and  3  days  a 
year  on  full  salary  is  the  median  allowance  made  by  those  under  25,000.  The  table  shows, 
however,  that  there  is  a  great  variation  among  the  cities  of  the  country  in  granting  sick  leave, 
both  as  to  the  number  of  days  granted  and  the  salary  allowance  made. 

The  allowance  for  sick  leave  is  cumulative  in  49  per  cent  of  the  cities  between  25,000  and 
100,000,  and  in  40  per  cent  of  the  cities  reporting  under  25,000  in  population.  Data  on  this 
point  are  not  available  for  cities  over  100,000. 

The  data  for  this  table  were  obtained  from  answers  to  questionnaires  sent  out  by  the  Salary 
Committee  of  the  National  Education  Association. 


Research  Bulletin 


59 


TABLE  50.     THE  PRACTICE  REGARDING  GRANTING  SICK  LEAVE  WITH  SALARY 

ALLOWANCE,   1921-22 


Sick  leave 


Number 
of  days 


Salary 
allowance 


Number  of  cities 

of  population  over 

100,000  granting 

allowance 


Number  of  cities 

of  population 

25,000  to  100,000 

granting 

allowance 


Number  of  cities 

of  population 

under  25,000 

granting 

allowance 


200 
200 
65 
50 
40 
40 
30 
30 
25 
25 
22 
20 
20 
18 
15 
15 
12 
10 
10 

8 

7^ 

7 

6 

5 

5 

43^ 

3 

2 

1 
121 

28. 
lOl 
101 

51 
5l 


Half  salary . . 
Third  salary . 
Half  salary . . 
Half  salary . . 
Full  salary . . 
Half  salary . . 
Full  salary . . 
Half  salary . . 
Full  salary . . 
Half  salary . . 
Full  salary . . 
Full  salary . . 
Half  salary . . 
Full  salary . . 
Full  salary . . 
Third  salary . 
Full  salary . . 
Full  salary . . 
Half  salary . . 
Full  salary . . 
Full  salary . . 
Full  salary . . 
Full  salary . . 
Full  salary . . 
Half  salary. . 
Full  salary . . 
Full  salary . . 
Full  salary . . 
Full  salary. . 


Full  salary  and  half  salary 
Full  salary  and  half  salary 


Full  salary  and  half  salary 

*  Miscellaneous 

All  the  time  that  is  necessary  on  full 

salary , 

All  the  time  that  is  necessary  on  half 

salary 

"  Indefinite  time  " , 

"Reasonable  time" , 

No  allowance 


11 
5 


10 

5 

1 

15 

1 


44 
4 

1 


2 

3 

16 

1 
1 
3 


2 
15 


16 
5 
3 
4 


2 

79 

13 

2 

4 

6 

6 

107 

3 

6 

20 

21 

4 


6 

22 

20 

7 

18 

2 

149 


Number  cities  reporting 


48 


137 


533 


Number  granting  some  allowance . 
Per  cent  granting  some  allowance . 


43 
89.6 


122 
89.1 


384 
72 


Number  granting  no  allowance . 
Per  cent  granting  no  allowance 


5 
10.4 


15 
10.9 


149 
28 


Median  allowance 10  days'  full  salary  10  days'  full  salary  3  days'  full  salary 

*  This  group  includes  small  allowances  of  sick  leave  with  pay,  but  the  conditions  are  of  so 
much  variation  as  to  make  detailed  tabulation  impracticable.  In  some  cases  the  sick  leave 
allowance  is  not  paid  for  until  the  end  of  the  year. 


60 


The  National  Education  Association 


TABLE  51.— STATE  TENURE  LAWS 


State 

Application 

Proba- 
tionary 
period 

Procedure  for  removal 

Appeal 

Date  of  enact- 
ment and 
references 

1 

2 

3 

4 

5 

6 

California 

District  em- 
ploying  at 
least      8 
teachers. 

2  years 

Board    gives    10    days'    written 
notice  stating  charges,  and  time 
of  hearing.     Teacher  may  have 
counsel     and     witnesses.         if 
charges    proved,    dismissal    on 
majority  vote  of  Board. 

Court  of  com- 
petent   juris- 
diction       on 
question      of 
fact  and  law. 

1921.  School 
Laws  1921,Sec. 
1609,  Art.  7, 
pp.  129  to  134. 

Colorado '  .  . 

3  years 

Charges  filed  with  Secretary  of 
Board  of  School  Directors.     30 
days'  notice   to   teacher  before 
hearing.        If  dismissal  recom- 
mended by  Superintendent   or 
principal,  teacher  may  be  dis- 
missed without  hearing  on  two- 
thirds  vote  of  Board. 

1921 

Maryland 

State-wide 

2  years 

Written     charges     by     County 
Board    on   recommendation    of 
County  Superintendent.          10 
days'  notice  given  to  teacher. 

State  Superin- 
tendent        if 
Board  is  not 
unanimous. 

1921.  Public 
School  Laws. 

Massachusetts . . 

Every  town 
except  Bos- 
ton. 

3  years 

Notice  given  to  teacher  30  days 
prior  to  school  committee  meet- 
ing.      Dismissal  on  two-thirds 
vote     if     Superintendent     has 
recommended  dismissal.  Notice 
of  charges  against  teacher  to  be 
given  on  request. 

None  provided 
for. 

1914.  General 
Laws  Relating 
to  Education; 
1921,  Chap.  79. 
Sec.  42.  pp.  39- 
41. 

Montana 

State-wide 

3  years 

Majority  of  Board  gives  written 
notice  before  May  1st. 

County  Super- 
intendent. 

1915.  School 
Laws. 

New  Jersey 

State-wide 

3  years 

Charges  filed  with  Board  of  Edu- 
cation.      When  examined  and 
found   true,    reasonable    notice 
given  teacher,  who  may  be  rep- 
resented by  counsel. 

Commissioner 
of  Education, 
State    Board 
of  Education. 

1910.  School 
Laws  19  14. 
Chap.  243 ; 
Laws  1918,  Sec. 
116. 

New  York 

City  School 
Systems. 

1-3  years 

Hearing  by  Board  of  Education 
after  reasonable  notice.  Dismis- 
sal by  affirmative  vote  of  major- 
ity of  Board.       May  be  repre- 
sented by  counsel. 

Commissioner 
of  Education. 

1917.  Educa- 
tion Law,  1921, 
Sec.  550- 
68;  Sec.  872. 

Oregon 

Districts 
having 
population 
over  20,000 

2  years 

Written  notice  of  charges  given 
teacher    10    days    previous    to 
hearing.    Teacher  may  be  repre- 
sented by  counsel.       If  five  of 
seven  members  of  Board  concur, 
dismissal  is  final. 

If  less  than  five 
members     of 
Board      vote 
for  dismissal, 
appeal     may 
be  made  to 
three      trial 
c  o  m  m  i  s- 
sioners. 

1913.   School 

Laws,  1921, 
Chap.  10,  Sec. 
391-404. 

The  data  of  Table  51  are  a  condensation  of  material  given  on  State  tenure  laws  in  two  oiher 
studies,  one  by  Charles  Kettleborough,  Indiana  Legislative  Reference  Bureau,  the  other 
by  the  Sub-committee  on  Tenure  of  the  N.  E.  A.  Committee  on  Salaries,  Tenure  and  Pensions, 
1922.  The  latter  table  may  be  referred  to  in  the  printed  report  of  the  Sub-committee  on  Ten- 
ure, where  it  is  printed  in  full,  and  gives  in  well  arranged  form  a  more  detailed  summary  of 
state  tenure  laws.  This  report  also  contains  the  new  California  Tenure  Law  "which  has  a 
number  of  excellent  features,  and  a  copy  of  a  bill  presented  to  the  Ohio  State  Legislature — 
considered  by  many  to  be  the  best  legislative  measure  upon  this  subject  that  has  yet  been 
prepared." 


Research  Bulletin 


61 


TABLE  52.     CITIES  REPORTING  TENURE  LAWS 
1921-22 


51  cities  with  population  over  100,000 

23  cities  with  population  25,000  to  100,000 

Cities  reporting 

fcities  reporting  no 

Cities  answering 

Cities  answering 

tenure  law 

tenure  law 

Yes 

No 

*  California 

Alabama 

California 

Arizona 

Los  Angeles 

Birmingham 

Berkeley 

Phoenix 

San  Francisco 

*  Colorado 

Fresno 

Illinois 

Connecticut 

Denver  t 

Pasadena 

Springfield 

New  Haven 

Connecticut 

Riverside 

Michigan 

Illinois 

Bridgeport 

Sacramento 

Grand  Rapids 

Chicago 

Georgia 

San  Diego 

Montana 

Maryland 

Atlanta 

San  Jose 

Helena 

Baltimore 

Indiana 

Santa  Barbara 

Nebraska 

*  Massachusetts 

Indianapolis 

*  Colorado 

Lincoln      *  • 

Boston 

Iowa 

Pueblo 

Nevada 

Cambridge 

Des  Moines 

Illinois 

Carson  City 

Fall  River 

Kentucky 

Bellville 

Ohio 

Lowell 

Louisville 

Indiana 

Cleveland  Heights 

New  Bedford 

Kansas 

Vincennes 

*  Oregon 

Springfield 

Kansas  City 

Kentucky 

Eugene t 

Worcester 

Missouri 

Lexington 

Pennsylvania 

Michigan 

Kansas  City 

Michigan 

Harrisburg 

Detroit 

St.  Louis 

Kalamazoo 

Utah 

Minnesota 

Ohio 

*  Montana 

Ogden 

Minneapolis 

Akron 

Butte 

Wisconsin 

Nebraska 

Cleveland 

Great  Falls 

Superior 

Omaha 

Columbus 

Helena 

Wyoming 

*Ne'W  Jersey 

Dayton 

Missoula 

Cheyenne 

Jersey  City 

Youngstown 

New  York 

Newark 

Pennsylvania 

Mount  Vernon 

Paterson 

Philadelphia 

New  Rochelle 

Trenton 

Scranton 

Utica 

*New  York 

Tennessee 

Rhode  Island 

Albany 

Nashville 

Newport 

New  York 

Texas 

Pawtucket 

Rochester 

Fort  Worth 

Syracuse 

Houston 

Ohio 

Utah 

Toledo 

Salt  Lake  City 

Rhode  Island 

Virginia 

Providence 

Richmond 

Wisconsin 

Washington 

Milwaukee 

Seattle 

District  of  Columbia 

Spokane 

Washington 

Number  of  cities .   27 

Number  of  cities .    24 

Number  of  cities .    1 1 

Number  of  cities .  .    12 

Percent 53 

Per  cent 47 

Percent 48 

Percent 52 

'  States  thus  indicated  have  State  Tenure  Laws, 
t  No  city  law,  but  State  law. 


See  Table  43. 


Read  Table  52  as  follows:  Referring  to  the  summary  at  the  foot  of  the  table,  twenty-seven, 
or  53  per  cent,  of  the  cities  with  a  population  of  over  100,000,  replied  in  the  affirmative  to  the 
question:  "Have  you  a  Tenure  Law? "  Twenty-four,  or  47  per  cent,  of  the  cities  of  this  size 
replied  in  the  negative.  Similar  data  are  given  for  cities  between  25,000  and  100,000  in 
population. 

The  data  in  this  table  were  obtained  from  questionnaires  sent  out  by  the  Salary  Committee 
of  the  National  Education  Association,  and  from  the  Report  of  the  Committee  on  Tenure, 
Charl  Ormond  Williams,  1921,  Addresses  and  Proceedings  of  the  National  Education  Associa- 
tion. 


62 


The  National  Education  Association 


TABLE  53.     PARTIAL  LIST  OF  C 

Colorado 

Kentucky 

Denver 

Louisville 

Pueblo 

Louisiana 

Connecticut 

New  Orleans 

New  Haven  (Local 

Maryland 

and  State) 

Allegany  Co. 

New  London 

Baltimore  Co 

Delaware 

Baltimore 

Wilmington 

Massachusetts 
Boston 

Georgia 
Atlanta 

Michigan 
Detroit 

Illinois 

Minnesota 

Chicago 

Duluth 

Peoria 

Minneapolis 

Indiana 

St.  Paul 

Indianapolis 

Missouri 

Terre  Haute 

St.  Louis 

Iowa 

Nebraska 

Des  Moines 

Omaha 

Kansas 

New  York 

Topeka 

Albany 

SYSTEMS 


Rhode  Island 
Newport 

Providence   (Local 
and  State) 

South  Carolina 
Charleston 

Tennessee 
Chattanooga 
Nashville 

Utah 
Salt  Lake  City 

Washington 
Seattle 

Spokane  (Local 
and  State) 

West  Virginia 

Wheeling 
Wisconsin 

Milwaukee 
District  of  Columbia 
Washington 

Table  53  gives  a  list  of  cities  operating  under  local  pension  systems.  Teachers  in  some 
of  these  cities  are  wholly  dependent  upon  their  local  systems,  there  being  no  State  systems. 
Other  cities  are  protected  by  both  their  local  and  State  funds.  Some  cities  have  exercised 
the  option  which  their  State  laws  allow  and  have  not  come  in  under  the  State  systems,  but 
have  continued  their  local  system  after  the  enactment  of  the  State  law. 


New  York — Con. 
Buffalo 
Cohoes 
Mt.  Vernon 
New  York 
Rochester 
Syracuse 
Westchester  Co. 

Ohio 

Cincinnati 

Cleveland 

Columbus 

Dayton 

Hamilton 

Springfield 

Toledo 

Tiffin 

Youngstown 

Pennsylvania 
Erie 

Harrisburg 
Philadelphia 
Scranton 


Table  54  gives  a  list  of  twenty-five  States 
that  have  passed  pension  laws.  It  is  reported 
that  3)^  States  in  all  have  some  form  of  pension 
law,  but  this  has  not  been  verified  as  yet. 

The  data  for  this  table  and  for  Table  52 
were  obtained  from  answers  to  questionnaires 
sent  out  by  the  Salary  Committee  of  the 
National  Education  Association,  from  the 
Report  of  the  Pension  Committee  of  the 
National  Education  Association  and  from 
"Teachers  Pension  Systems "  by  Paul  Studen- 
sky. 


Table  54.    Partial  List  of  States  Maintaining 
Teachers'  Pension  Systems 


Arizona 

California 

Connecticut 

Illinois 

Indiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Montana 

Nebraska 


New  Hampshire 

New  Jersey 

Nevada 

New  York 

North  Dakota 

Ohio 

Pennsylvania 

Rhode  Island 

Vermont 

Utah 

Virginia 

Washington 

Wisconsin 


TABLE  55.  CITIES  REPORTING  PENSION 

52  cities  of  population 
over  100,000 

25  cities  of  population 
25,000  to  100,000 

FUNDS,  1921-22 

Number 

of 

cities 

Per  cent 

Number 

of 

cities 

Per  cent 

1 

2 

3 

4 

5 

State  Fund • 

27 

16 

3 

52 
30.7 

5.7 

20 
1 
0 

80 

Local  Fund 

4 

Both  State  and  Local  Fund 

0 

No  Fund 

6 

11.6 

4 

16 

Read  Table  55  as  follows :  Questionnaires  sent  out  by  the  Salary  Committee  of  the  National 
Education  Association  asked  the  question  "Do  you  have  a  Pension  Fund?"  Out  of  fifty-two 
cities  of  over  100,000  in  population  replying,  twenty-seven,  or  52  per  cent,  reported  "State 
Funds,"  etc.     Six,  or  11,6  per  cent,  reported  "No  Fund." 

See  Table  52  for  further  data  as  to  States  and  cities  maintaining  pension  funds. 


Research  Bulletin  63 

REFERENCES  FOR  FACTS  BEARING  UPON  EDUCATIONAL  COSTS 

The  bibliography  given  below  has  been  carefully  selected.  It  contains 
references  to  the  type  of  information  for  which  many  inquiries  have  been  received 
by  the  Research  Department.  The  Department  will  strive  to  keep  in  close 
touch  with  the  material  that  has  a  bearing  upon  current  educational  problems 
and  to  make  the  best  of  it  easily  available  to  the  members  of  the  Association. 
This  material  will  be  regularly  referred  to  in  the  pages  of  The  Journal.  Inquiries 
for  special  information  to  meet  the  needs  of  local  situations  may  be  addressed 
directly  to  Association  headquarters. 

Salaries 
Bonner,  H.  R.     "Salary  Outlook  for  High-School  Teachers."     The  School 
Review,  Vol.  XXX,  No.  6,  pp.  414-23,  June,  1922. 
A  good  statement  of  the  salary  outlook  for  high-school  teachers  resulting  from  a  nation-wide 
study  of  the  salaries  paid  high-school  teachers  in  1920-21.     Several  tables  give  salary  data  by 
states. 

Ballou,  Frank  W.     Salary  schedules,  1920-21;  cities  of  the  United  States  of 
100,000  population  or  over.     Bulletin  No.  19,  National  Education  Associa- 
tion, Washington,  D.  C,  1922,  32  pages. 
A  complete  survey  of  the  minima,  maxima,  and  annual  increments  of  the  salary  schedules  of 
forty-eight  of  the  sixty-eight  cities  of  this  class.     Includes  data  for  teachers  of  all  grades, 
principals,  school  nurses,  school  librarians,  etc. 

Evenden,  E.  S.     Teachers'  Salaries  and  Salary  Schedules  in  the  United  States, 
1918-19.     Commission   Series   No.    6,    National   Education   Association, 
Washington,  D.  C,   1919,   170  pages. 
Although  the  salary  tables  given  are  out  of  date,  there  is  much  material  in  this  study  that 
will  be  suggestive  to  the  members  of  salary  committees. 

Hart,  Irving  H.     **The  Teachers'  Wage."     Journal  of  the  National  Education 
Association,  Vol.  XI,  No.  3,  p.  97.     March,  1922. 
An  exc  client  local  study  in  which  the  salary  increases  received  in  one  state  (Nebraska)  are 
compared  with  the  rise  in  the  cost  of  living. 

Moehlman,  Arthur  B.     "Annual  Survey  of  Salary  Conditions,   1921-22." 
A  survey  of  the  salary  conditions  in  seven  of  our  largest  cities  with  the  needs  of  Detroit 
especially  in  mind.     Contains  suggestions  for  an  improved  salary  schedule,  embodying  the 
best  from  the  experience  of  other  cities.     The  study  is  still  in  manuscript  form. 

Moehlman,  Arthur  B.     "A  Survey  of  Teachers'  Salaries."     Detroit  Educa- 
tional Bulletin,  No.  1,  1920. 
Now  somewhat  out  of  date,  but  is  a  good  example  of  a  salary  survey  with  the  needs  of  a 
single  city,  Detroit,  in  mind.     Contains  an  excellent  analysis  of  the  cost  of  living  of  various 
groups  of  teachers. 

Richardson,    Dig.     "Single    Salary    Schedules."     Journal    of    the    National 
Education  Association,  Vol.  II,  No.  6,  June,  1922. 
A  brief  statement  of  the  operation  of  single  salary  schedules  as  revealed  by  answers  to 
questionnaires  sent  to  Superintendents  of  a  number  of  cities  in  which  single  salary  schedules 
are  in  operation. 

Snow,  Myra  L.     "Report  of  Sub-committee  on  Salaries,  Tenure,  and  Pensions." 
National  Education  Association,  Washington,  D.  C,  1922. 
An  excellent  statement  of  the  present  salary  situation  as  revealed  by  data  compiled  from  a 
nation-wide  survey.     Indicates  future  steps  to  be  taken  in  gaining  a  professional  wage  for 
teachers. 

Strayer,  George  Drayton.  "Know  and  Help  Your  Schools."  American 
City  Bureau,  New  York,  N.  Y.,  1920  and  1921. 
This  study  appears  in  three  parts.  Inquiry  No.  1  gives  a  great  mass  of  data  concerning 
salaries  and  experience  of  teachers  resulting  from  a  nation-wide  survey  of  urban  public  schools. 
Inquiry  No.  2  contains  excellent  information  relating  to  school  buildings  and  grounds,  enrol- 
ment, and  size  of  classes  resulting  from  a  nation-wide  survey  of  urban  public  schools.  Inquiry 
No.  3  gives  information  concerning  power  of  boards  of  education  with  reference  to  the  fixing 
of  the  budget,  and  also  gives  data  concerning  the  distribution  of  public  school  expenditures  for 
alarge  number  of  cities  of  the  country. 


64  The  National  Education  Association 

SCHOOL   finance 

Alexander,  Carter.  Bibliography  on  Educational  Finance.  The  Educa- 
tional Finance  Inquiry,  525  West  120th  Street,  New  York,  N.  Y.,  May, 
1922. 

This  is  the  most  comprehensive  bibliography  on  the  general  subject  of  school  finance  that 
has  been  prepared.  It  contains  a  list  of  previous  bibliographies  in  this  field.  References  are 
classified  under  headings  such  as  "Accounting,"  "Aid  and  Apportionment,"  "Salaries," 
etc.     Still  in  manuscript  form;  to  be  published  for  general  circulation  about  January,  1923. 

Alexander,  Carter.  Publicity  Work  for  Better  Support  of  Rural  Schools. 
This  study  is  still  in  preliminary  and  manuscript  form.  It  will  contain  information  valu- 
able to  those  charged  with  the  task  of  gaining  adequate  financial  support  in  rural  communities. 
Available  in  final  form  early  in  the  coming  school  year.  Address  the  Research  Department, 
N.  E.  A.  headquarters,  if  interested. 

Alexander,  Carter,  and  Theisen,  W.  W.     Publicity  Campaigns  for  Better 
School  Support.     World  Book  Company,  Yonkers-on-Hudson,  New  York, 
1921,  164  pages. 
This  book  is  intended  to  aid  those  struggling  to  secure  adequate  financial  support  for  schools. 

It  contains  material,  suggests  methods,  and  states  principles  for  those  confronted  with  the 

task  of  "selling"  schools  to  the  public. 

Burgess,  W.  Randolph.  Trends  of  School  Costs.  Russell  Sage  Foundation, 
130  E.  22d  St.,  New  York,  N.  Y. 
A  comprehensive  study  of  the  general  trends  of  school  costs  since  1840.  By  the  index 
number  method  changes  in  teachers'  salaries  are  compared  with  changes  in  the  cost  of  livirg 
and  with  salaries  of  other  classes  of  workers  from  1841  to  1920,  Gives  data  to  show  that 
"as  a  result  of  recent  price  increases  the  purchasing  power  of  the  teachers'  salary  is  less  than 
at  any  other  time  since  the  Civil  War  period." 

Frasier,   George  W.     The  Control  of  City  School  Finances.     The  Bruce 
Publishing  Company,  Milwaukee,  Wis.,   1922,   132  pages. 
This  book  is  devoted  to  the  thesis  that  school  boards  should  be  independent  in  fixing  school 
budgets.     Presents  data  to  prove  that  school  systems  which  are  independent  are  more  efficient 
than  those  where  there  is  municipal  control  of  expenditures. 

Keith,  John  A.  H.,  and  Bagley,  William  C.     The  Nation  and  the  Schools. 
The  Macmillan  Company,  New  York,  N.  Y.,  1920,  364  pages. 
A  collection  of  fact  and  argument  designed  to  show  that  the  Nation  is,  in  a  real  sense,  an 
educational  unit,  and  that  the  Federal  Government  should  assume  a  fair  proportion  of  the 
cost  of  maintaining  public  schools. 

Sears,  J.  B.     "The  Literature  and  Problems  of  Public  School  Finance,"  Edu- 
cational Administration  and  Supervision,   VIII,    133-150,   March,    1921. 
A  carefully  prepared  bibliography  giving  the  general  sources  and  the  best  recent  literature 
on  the  topic  of  school  finance. 

Strayer,  George  Drayton.  "Know  and  Help  Your  Schools."  (See  Ref- 
erence Under  Salaries.) 

U.  S.  Bureau  of  Education.  "Statistics  of  State  School  Systems  of  1919-20." 
This  bulletin  will  give  data  for  1919-20  similar  to  that  given  for  1917-18  in 
Bulletin,  1920,  No.  11. 

It  has  already  been  prepared  by  the  Bureau  of  Education  and  is  now  in  the  hands  of  the 
government  printer  and  will  later  be  available  for  general  distribution. 

GENERAL   FINANCE 

Mitchell,  King,  and  Others.     Income  in  the  United  States;  its  Amount  and 
Distribution,    1909-1919.     Harcourt,   Brace  &  Co.,   New  York,   N.   Y., 
1921,  152  pages,  $1.25. 
A  careful  estimate  of  the  National  income  for  the  period  covered,  prepared  by  the  staff  of 

the  National  Bureau  of  Economic  Research,  Inc.     Gives  clear  statement  of  methods  used  in 

making  calculations.     To  be  followed  by  a  later  volume  covering  this  question  in  more  detail, 

giving  income  by  states,  etc. 


Research  Bulletin  65 

U.  S.  Internal  Revenue.     Annual  Report  of  the  Commissioner  of  Internal 
Revenue,  Treasury  Department,  Washington,  D.  C,   1921. 
This  is  the  source  of  material  concerning  the  amount  of  taxes  collected  by  the  Federal 
Government  on  incomes,  luxuries  and  from  other  sources.     Statistics  are  given  by  States. 

U.    S.    Internal   Revenue.     "Statistics   of   Income."     Compiled   from   the 
returns  for  1919,  Treasury  Department,  Washington,  D.  C,  1922. 
This  study  was  prepared  under  the  direction  of  the  Commissioner  of  Internal  Revenue. 
It  analyzes  and  interprets  in  readable  form  the  returns  from  the  personal  and  corporation 
income  taxes  of  1919. 

PENSIONS 

McIntyre,  W.  W.     "A  Summary  of  the  Law  Providing  for  a  State  Teachers' 
Retirement  System."     Bulletin  of  Ohio  State  Teachers'  Association. 
The  proposed  Ohio  law  is  considered  by  some  to  be  the  best  tenure  bill  yet  prepared.     This 
gives  an  explanation  of  the  law  in  non-legal  terms. 

Studensky,    Paul.     Teachers'    Pension   Systems   in   the   United   States.     D. 
Appleton  &  Co.,  New  York,  N.  Y.,  1920,  460  pp.,  $3.00. 
A  comprehensive  study  and  discussion  of  the  theories  back  of  pension  funds ;  traces  the  history 
of  the  development  of  pension  funds  in  detail  in  states  and  cities.     Contains  suggestions  and 
information  as  to  method  of  procedure  for  the  adoption  of  pension  fund  laws. 

recruiting  the  profession 

Gray,  William  S.     "Recruiting  Capable  Men  for  the  Teaching  Profession." 
Phi  Delta  Kappoin,  Nov.,  1921,  and  April,  1922. 
A  careful  inquiry  as  to  why  more  men  do  not  enter  the  teaching  profession.     A  surrmary  of 
some  of  the  more  important  findings  is  given  in  the  Journal  of  the  National  Education  Associa- 
tion, Vol.  XI,  No.  2,  pp.  77-79,  February,  1922. 

Hebb,  Bertha  Y.     Credit  for  Professional  Improvement  of  Teachers.   Teachers' 
Leaflet  No.   16.     U.  S.  Bureau  of  Education,  Washington,  D.  C. 
This  bulletin  reviews  the  situation  in  a  number  of  cities  concerning:  (1)  Extra  Pay  for 
Summer  School  Attendance;   (2)   Sabbatical  Leave  for  School  Teachers.     It  also  contains 
extracts  from  schedules  of  a  number  of  cities  regulating  the  foregoing. 

Hertzog,  Walter  Scott.  State  Maintenance  for  Teachers  in  Training. 
Warwick  &  York,  Baltimore,  1921,  144  pages. 
Reviews  status  of  teaching  profession  and  outlines  the  methods  used  in  building  up  the 
teaching  and  other  professions.  States  the  advantages  and  disadvantages  of  subsidies  for 
teacher  training,  and  suggests  terms  of  a  State  subsidy  bill  designed  to  recruit  the  teaching 
profession. 

TENURE 

Updegraff,   Harlan,   and  Others.     Report   of  Sub-committee  on  Tenure, 
Committee    on    Salaries,    Tenure,    and    Pensions.     National    Education 
Association,  Washington,  D.  C,  1922. 
Contains  excellent  table  summarizing  provisions  of  State  tenure  laws.     Gives  in  detail  the 

provisions  of  the  California  Tenure  Act  and  the  proposed  Ohio  Tenure  Law,  which  embody 

many  good  features. 

Williams,  Charl  O.  Report  of  the  Committee  on  Tenure.  Addresses  and 
Proceedings,  pp.  145-155.  National  Education  Association,  Washington, 
D.  C,  1921. 

One  of  the  best  statements  yet  made  of  the  factors  involved  in  the  question  of  tenure. 

COST    OF    LIVING 

U.  S.  Department  of  Labor,  Bureau  of  Labor  Statistics. 

Figures  issued  by  this  Bureau  are  the  most  easily  available  reliable  statistics  for  changes  in 
the  cost  of  living.  The  figures  are  issued  in  the  Monthly  Labor  Review  and  in  frequent  mimeo- 
graphed "  Statements."  References  to  the  best  material  on  the  cost  of  living  may  be  obtained 
by  addressing  the  Research  Department  of  the  National  Education  Association. 


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